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Table of Contents
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Page
TAEPDD501A - Maintain and enhance professional practice
3
TAETAS501B - Undertake organisational training needs analysis
34
TAELLN401A – Address adult language, literacy and numeracy skills
54
TAEDES501B – Design and develop learning strategies
75
TAEDEL502A - Provide advanced facilitation practice
105
TAEASS501A - Provide advanced assessment practice
135
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Contents
TAEPDD501A - Maintain and enhance professional practice
Page
Model high standards of performance
6
Determine personal development needs
16
Collaborate with peers in professional development
25
Participate in professional development activities
27
Reflect on and evaluate professional practice
30
Appendix A: Is your objective S.M.A.R.T?
31
Appendix B: Personal/professional career development plan
32
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TAEPDD501A
Maintain and enhance professional
practice
Unit Descriptor
This unit describes the performance outcomes, skills and
knowledge required to manage personal professional
performance and to take responsibility for professional
development in relation to the provision of training and/or
assessment services.
Element
Performance Criteria
Elements describe the essential
outcomes of a unit of competency.
Performance criteria describe the performance needed to
demonstrate achievement of the element. Where bold
italicised text is used, further information is detailed in the
required skills and knowledge section and the range
statement. Assessment of performance is to be consistent
with the evidence guide.
1. Model high standards of
performance
1.1
Incorporate individual responsibilities and
accountabilities into personal work plans in
accordance with organisational and legal
requirements
1.2
Model appropriate professional techniques and
strategies
1.3
Apply ethical and inclusive practices in professional
practice
2.1
Assess own knowledge and skills against relevant
benchmarks to determine development needs and
priorities
2.2
Seek input from other relevant personnel about own
development needs and priorities
2.3
Identify ways to update and maintain currency of
vocational competency and prepare a vocational
currency plan
2.4
Identify ways to update and maintain Vocational
Education and Training (VET) knowledge and skills as
well as trainer and assessor competence and prepare
a VET currency plan
2.5
Combine vocational currency plan and VET currency
plan into an overall professional development plan
3.1
Observe facilitators in facilitation practice and
provide them constructive feedback
3.2
Invite peers to observe and provide constructive
feedback on own facilitation practices
2. Determine personal
development needs
3. Collaborate with peers in
professional development
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3.3
3.4
4. Participate in professional
development activities
5. Reflect on and evaluate
professional practice
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Interview assessors in relation to the judgements
they make in their assessment practices and provide
them constructive feedback
Invite peers to question own judgements in
assessment practices and provide constructive
feedback
4.1
Select and implement development opportunities to
support continuous learning and maintain currency
of professional practice
4.2
Participate in professional networks to support
continuous learning and maintain currency of
professional practice
4.3
Engage in processes which include observing peers in
training and assessment practices and providing
them feedback
4.4
Invite peers and others to observe and provide
feedback on own training and assessment practices
4.5
Use technology to maintain regular communication
with relevant networks, organisations and individuals
Research developments and trends impacting on
professional practice and integrate information into
work performance
5.1
5.2
5.3
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Use feedback from colleagues and clients to identify
and introduce improvements in work performance
Document professional development activities,
learning and planned changes in behaviours in
accordance with the organisation’s systems and
processes
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Element 1:
Model high standards of performance
Why maintain and enhance professional practice?
Developing professionally can be one of the most rewarding aspects of work. It
opens up opportunities for being able to do jobs better and for Vocational Education
and Training (VET) practitioners feeling more satisfied about their work. That can
lead to all sorts of personal and professional spin-offs!
For VET practitioners effective professional development requires maintaining and
enhancing their competencies in the occupation in which they train/ assess/ develop
as well as maintaining and enhancing their training profession competencies. This
requires training practitioners to understand both their occupational as well as the
training professional standards that exist and how these influence practice.
What are the professional standards for Australian training professionals?
There are a range of professional standards and/or benchmarks in the training
profession field against which training professionals need to maintain and enhance
their competence. These can seem a little daunting sometimes, so it helps to focus
on the benefits of adopting these standards.
The professional standards that apply across the board to Australia’s training
professionals include:



Australian Quality Training Framework (AQTF)
This is a set of standards that Registered Training Organisations (RTO) must
comply with to maintain registration within designated states.
Standards for NVR Registered Training Organisations
This is a set of standards that Registered Training Organisations must comply
with to maintain registration within designated states.
Quality accreditation standards
The International Standards Organisation (ISO) is a leading organisation in
specifying quality standards applicable to a broad range of industries. The
standards contained within ISO 9001, QS 900 and ISO 14000 outline that
organisations must have staff adequately trained and resourced to comply
with their job requirements.
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What specific industry or organisational professional standards do trainers/
assessors/ designers need to consider?
Trainers and assessors should be aware of professional standards that are relevant
to them because of the specific industry or organisation in which they work,
including:

Professional standards and procedures
Specific professions stipulate that practitioners must maintain the currency of
their technical expertise on a continual basis. Professional standards and
procedures may also include job specifications, competency standards,
organisational regulations and policies, and workplace guidelines. Trainers,
facilitators and assessors are professionals in their own right, in addition to
having other vocational expertise, so it is important that they maintain
currency in all relevant fields. Examples of professionals that have specific
professional standard requirements include accountants, lawyers and
psychologists.

Industry legislation and regulations
This includes changing legislation and regulations within a profession, for
example codes of practice, standards and agreements. Generic changes
affecting employment include areas such as workplace relations, antidiscrimination legislation, Workplace Health and Safety (WHS) legislation and
Equal Employment Opportunity (EEO) legislation.

Organisational goals and objectives
Each organisation may have specific competencies it expects from staff.
These are considered important enablers to achieve organisational goals and
objectives. They may be translated into capabilities against which staff
members are recruited, developed and monitored.

Job requirement and promotional prospects
Proactive gaining and management of knowledge that affects their job role
will assist trainers and assessors in doing their job more effectively. This may
also lead to other positive career outcomes. For example, information and
communication technology is a key job requirement in most jobs and can also
affect future promotional opportunities depending on the level of
involvement.
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Are there personal reasons why practitioners choose to improve their professional
practice?
There are also personal reasons for enhancing professional practice, including:

Personal satisfaction
Gaining personal satisfaction from being up-to-date with information and
doing a job to their best ability are often key drivers for maintaining
professional competence.

Personal interest
Although someone may not be working in a particular field, they might have
a personal interest in keeping up-to-date with developments in that area or
sector. This may include a hobby interest or interest area that may later
become a career option.
Whatever the reason/s for maintaining professional competence, the requirement to
learn and manage new information relevant to work is fundamental to the success
and lifelong learning of a trainer/assessor. Continuous improvement should become
natural practice.
For note taking
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Are trainers and assessors obligated to maintain professional practice?

The current National Vet Regulator (NVR), ASQA enforces the requirements
of the NSSC in regards to RTOs being obliged to ensure that their trainers and
assessors maintain professional practice in order to meet current human
resource requirements for their role. The NSSC currently determines that,
Trainers and Assessors
(i) hold the TAE40110 Certificate IV in Training and Assessment from
the TAE10 Training and Assessment Training Package as a minimum
qualification or be able to demonstrate equivalence of competencies;
and
(ii) be able to demonstrate vocational competencies at least to the
level being delivered and assessed; and

(iii) be able to demonstrate how they are continuing to develop their
VET knowledge and skills as well as maintaining their industry
currency and trainer/ assessor competence.
Additionally, some RTOs may request higher level qualifications and
experience in order to establish a competitive advantage in their
marketplace.
It is very important that the VET sector has access to qualified and experienced
practitioners. Whether or not a trainer/assessor works for an RTO, maintaining their
professional competence helps them ensure a continuing role in the industry.
A trainer/assessor should proactively plan for managing issues, trends and changes
in VET generally and within their specific industry. This approach can positively
influence their career prospects and is important to their professional survival.
Managing performance in this way forms part of their personal continuous
improvement cycle, also known as the quality cycle.
What is the continuous improvement cycle?
The continuous improvement cycle, also known as the quality cycle, can be used to
maintain and enhance professional practice. It involves four key stages as follows:

The ‘plan’ phase involves the planning of what is going to be done.

The ‘do’ phase involves doing what has been planned.

The ‘check’ stage involves reviewing the outcomes of the actions done.

The ‘act’ stage involves acting upon the outcomes in order to improve them.
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Following this model makes sure that all phases affecting outcomes are covered.
Many organisations seek quality accreditation as affirmation of their commitment to
implementing quality processes, which also covers human resource management
and development.
The reality of the current world of work is that change is constant and there is an
increasing requirement in Vocational Education and Training to maintain levels of
professionalism and expertise. The cycle of improvement is therefore continuous
rather than once-off.
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The way in which maintaining and enhancing professional practice is aligned to the
quality process is illustrated below.
PLAN
ACT
Based on outcomes of
check phase, alter
future plans for
further development
and activities.
Identify development
needs and methods by
which they can be
satisfied, adding
timeframes and what
resources are
required.
CHECK
Check on progress of
activities and learning
gained by selfassessment and
feedback gained from
relevant colleagues.
DO
Undertake
professional and
personal development
activities.
Levels of professional development
The Recognition of Non-formal and Informal Learning in Australia (2007) categorises
professional development activities into three categories.
 Formal learning that occurs through a structured program of teaching usually
recognised by the awarding of a formal qualification (Certificate, Diploma,
Degree)
 Non formal learning that occurs through a structure program of training or
teaching but does not usually result in a formal qualification( workshop, in
house training)
 Informal learning that results from daily work related, family, social or leisure
activities (volunteering, project work)
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Does lifelong learning mean learning forever?
A trainer/assessor who routinely reflects on the learning experiences in their
lifetime, and who embrace the opportunity to be a continuous learner is best-placed
to handle future challenges.
In today’s work environment, learning should be adopted as a lifetime activity.
Moreover embracing the changes that inevitably appear on the educational and
industrial landscape will enable practitioners to be more prepared to handle the
ever-evolving VET environment.
Lifelong learning is ‘the process of acquiring knowledge or skills throughout life via
education, training, work and general life experiences.’ Not keeping abreast of
changes can have serious implications for a trainer’s survival relevance, and on the
broader scale, for the competitive advantage of Australia as a nation.
Being a lifelong learner requires taking ownership for and leadership of an
individual’s own learning by being committed and motivated to continually identify
ways in which they can improve and update their professional competence. A
definition of a lifelong learner provided by the Queensland Studies Authority is:







a knowledgeable person with deep understanding;
a complex thinker;
a creative person;
an active investigator;
an effective communicator;
a participant in an interdependent world; and,
a reflective and self-directed learner.
How does a trainer manage their own learning?
The responsibility for maintaining competence is often a shared one. Either a trainer
or their manager can initiate involvement in professional development activities in
order to reap benefits for the trainer and the organisation. If the practice
environment does not cater for a trainer’s needs, or their employment patterns are
irregular, then the responsibility for managing their own learning will lie entirely in
the hands of that trainer. Taking leadership by initiating action and decision-making
is an appropriate measure, but it can also incur some personal time-commitments
and costs that will need to be considered.
How does a trainer model positive learning behaviour for others?
When working in a VET environment, trainers deal and communicate with many
different colleagues, peers and learners. This provides an excellent opportunity to
show leadership where appropriate, by modelling, fostering and nurturing others to
take responsibility for their own learning. This can happen in multiple ways, including
the trainer:
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
Developing techniques for promoting active and genuine participation by
colleagues, peers and learners. This may involve establishing frameworks and
forums in which others can participate.

Presenting their position in a confident and assured manner in challenging
situations. This may result in healthy discussion and debate which may itself
be an excellent learning activity.

Managing ethical practice and beliefs in the face of opposition. When faced
with situations when their ethics and beliefs are being challenged, the trainer
can use that opportunity to delve further into the issues. Again, this research
becomes part of the learning activity for all concerned.

Allocating time towards professional development. This can be easy to
overlook, given busy work schedules. It is important, therefore, to
consciously allocate time and resources towards professional development
and achieve a balance between work and personal life.

Acknowledging and respecting the diversity in others and applying the
appropriate access and equity principles.
How does a trainer manage learning?
It is very difficult for someone to try and learn something by reading if they dislike
reading but instead enjoy being shown how to do something. For this reason, it is
important to manage the learning process not only for ourselves but also for others.
Having an understanding of personal characteristics, needs and preferences can help
trainers manage their learning capacity and that of others, such as their learners,
clients and colleagues. Suitable development opportunities can then be selected and
used to maintain currency of professional competence and enhance learning.
How do people learn most effectively?
Knowing their own preferred learning style or combination of styles can assist
trainers in recognising the learning needs of others. Most people are unaware of
their learning style(s) but vaguely know that they feel more comfortable with some
activities in preference to others.
Different ways for determining learning styles have been proposed by multiple
theorists. A well known model is the Honey and Mumford Learning Styles.
What are the Honey and Mumford Learning Styles?
The Honey and Mumford Learning Styles Questionnaire (LSQ) is based on Kolb’s
learning styles model. It enables someone to identify their learning style preference
and then how to work with it to become a more effective learner.
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Four types of learning preferences have been identified. They are:

Activists
Activists learn best when they are faced with new experiences and can just get on
with it. They thrive on variety, problem solving and challenges and become bored if
they are not involved, or if they have to do repetitive tasks. Activists learn well in
groups and find solitary work quite alienating. They are not ones for fine attention to
detail, nor do they cope well with instructions that limit their opportunities for
experimentation and deviation.

Reflectors
Reflectors are more introverted, preferring to think, observe and review before
acting. They need time to plan and consider their options; they’re thorough and
methodical by nature and assimilate information easily. They do not do well when
placed in the limelight, are cautious about committing themselves, and unwilling to
act if they feel personally unprepared.

Theorists
Theorists are ‘big picture’ people. They seek linkages and look to establish
relationships between ideas, events and situations. They like to ask questions, to
challenge assumptions, to analyse and participate in complex situations. When asked
to undertake a task or an activity without an explanation of ‘why’, they can feel
resentful. Theorists like certainty, not ambiguity, they seek logic and objectivity.

Pragmatists
Pragmatists concentrate on practical issues. They tend to be realists and focus on
task and the technique. They prefer to apply what they have learnt as soon as
possible and like to know that there is an immediate use for their new skills.
Underlying theory and basic principles are of little interest. They want to get straight
to the point and will reject information if they cannot see an obvious application.
Being aware of their preferred style(s) of learning is valuable for learners because it:




Enables them to benefit more from a host of activities that have an impact on
their personal development
Allows them to become a more effective all-round learner from experience,
which impacts upon many things, from their effectiveness at work to general
well-being
Provides insights into themselves and other people
Helps them to produce a personal learning plan.
What individual differences and special needs can affect learning?
A multitude of individual differences might affect learning. These differences include
age, levels of language, literacy and numeracy, learning difficulties, gender, sexuality,
religion, culture, intellectual or physical impairments and disabilities, and cultural
perceptions.
These differences must be taken into account when planning development activities.
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Can the context affect learning?
Learning can take place in many different environments and contexts. Being aware
of these allows trainers to understand why their participants are undertaking the
learning. This is an important element that affects motivation and the commitment
to learn. Factors that may affect the context in which learners are undertaking
development activities may include social, economic and technological changes.
For note taking
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Element 2:
Determine personal development needs
In this learning topic you will start to explore your own development needs at both
an individual and an organisational level. This topic also covers feedback, and the
value of giving and receiving feedback.
Have there been changes in the VET environment?
Identifying personal development needs benefits from an awareness of the
likelihood of relevant change. Looking back, most trainers and assessors quickly
recognise that there have been many changes in their profession, trade or area of
expertise over the last decade. Many trainers and assessors acknowledge that they
have found it difficult to keep up with the pace of change?
The VET sector has experienced significant change over the last decade. This
includes:
 information and communication technology has become more complex
 competency-based training and assessment has been widely adopted
 Training Packages have become the benchmark standard
 student-centred versus teacher-centred learning has developed
 there is an increased diversity in student population
 demand for flexible delivery has increased
 VET in schools has become mainstream
 workplace training is acknowledged as a genuine learning pathway
 Recognition of Prior Learning/Recognition of Current Competencies
(RPL/RCC) is offered to acknowledge existing competence.
Perhaps, most significantly, in recent years Australia’s VET sector has been
substantially impacted by:
 The establishment of the AQTF and Standards for NVR Registered Training
Organisations
 Renewed focus upon Australian apprenticeships/traineeships
 Increasing globalisation
 Increasing casualisation of the workforce
How can an individual trainer identify how to respond to changes?
As part of the process of enhancing professional practice, it is helpful for a
trainer/assessor to reflect upon how industry changes will affect them. One of the
approaches used in doing this is for the trainer to:




Highlight what they are good at (strengths)
Highlight what they need improvement on (weaknesses)
Present some new and exciting challenges (opportunities)
Present a barrier or danger to their situation (threats)
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This approach is most commonly known as a SWOT Analysis (Strength, Weaknesses,
Opportunities and Threats) and is a helpful structure for a trainer to use when
scoping their future professional development needs.
How does a trainer identify relevant standards of performance?
It is important that a trainer understands what they are trying to achieve when
planning their approach to maintaining their professional practice.
To maintain their professional competence, they will need to know:



what is expected in their practice environment
what is expected if they want to extend their professional practice
what new developments are happening in their sector.
Trainers may find relevant information in a range of documents including:










industry standards
organisational standards
business plans
strategic plans
codes of conduct
measures used for the job
organisational capabilities
policies and procedures
competency standards
Legislative requirements (e.g. EEO, WHS, Diversity).
There are many areas a trainer should consider when identifying how they will
maintain and enhance their professional practice, including:

Teaching and learning responsibilities
What are the current and emerging teaching and learning requirements that
affect their job role? (e.g. ensuring fairness of learning opportunities; the
need for flexible delivery; use of technology; competency-based training and
assessment; reporting requirements and relevance to their teaching)

Industry
What are the current and emerging industry requirements for their industry
area that will affect their job role? (e.g. current work practices; emerging
technology; new work practices; changes in work systems; best practice
models; trends relevant to their teaching area)

Legislative requirements
What legislation, codes of practice and national standards affect their job
role? (e.g. WHS, EEO, anti-discrimination, State/Territory VET Acts, AQTF)
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
Systems and processes
What are the current and emerging technologies that impact on their job
role? (e.g. virtual campus, internet, email, flexible delivery, toolboxes,
multimedia using laptops)

Personal
What needs, in terms of future career or other needs will impact on their job
role? (e.g. emotional intelligence, negotiation skills, communication skills,
presentation skills)
How does a trainer determine their developmental needs?
In today’s world of work, trainers are expected to have a broad range of knowledge
and skills, and knowing these is important for planning for the future.
Developmental needs can include:


















Vocational competency
Delivery and assessment skills
Personal
Management
Consultancy
Negotiation
Working with diversity (e.g. youth, people with disabilities)
Systems and processes
Quality
EEO
WHS
Information technology
Language, literacy and numeracy
Innovation
Customer service skills
Key competencies (e.g. problem-solving; communication; working in a team;
collecting analysing and organising information)
Generic employment skills
Emotional intelligence (i.e. the capacity to deal effectively with one’s own
and others emotions)
Depending on their practice environment, there may be other developmental needs
a trainer can discuss with their supervisor or manager. There are also websites to
assist trainers with self-assessment. Generally, these websites list criteria against
which they can assess themselves and, on occasions, they may score their responses,
providing them with a resulting profile.
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Some websites covering self-assessment include:


The Free Management Library™, covering resources for Personal,
Professional and Organisational development and includes a range of self
assessments
http://managementhelp.org/personaldevelopment/self-assessments.htm
The Flexways Professional development tool is a web-based personal learning
planning tool and resource repository for people working in VET who want to
enhance their skills in the area of flexible learning. It aims to help identify a
trainer’s learning needs as an online facilitator.
http://www.flexiblelearning.net.au
Prioritising development needs is an important part of a trainer’s personal learning
plan, as there may be imminent needs that needs that need to be satisfied. This can
be done in conjunction with their manager or supervisor.
How do trainers gather feedback?
For a variety of reasons, some learners will not voluntarily pass on criticisms about
trainer performance. Often feedback is very selective, or not given at all. Therefore if
a trainer is committed to improving their performance, they may have to solicit
information in a planned and structured way.
Once they have decided on the relevant standards of performance, a trainer should
need to get feedback from a range of sources to determine what they need to do to
reach the required standards. This information can be gained by face-to-face verbal
discussions, by written methods, or by using online tools specifically designed for this
purpose.
Self
Assessment
Manager
Peers
YOU
Clients
Colleagues
Learners
Obtaining effective feedback requires a trainer to have well-developed
communication skills and interpersonal skills. They need to be specific about their
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information requirements and be able to manage the feedback provided. This can be
harder than first considered regardless of whether it is positive or negative feedback.
In particular, this becomes important when developing, implementing and
monitoring your personal learning plan with your manager or supervisor. Failure to
use appropriate communication and interpersonal skills will result in less than
favourable outcomes.
Feedback can be gained in a range of ways including:

Self-assessment
Self assessment involves personal reflection on the trainer’s knowledge and
skills and making as objective a decision as possible regarding their level of
competence. Journaling can be one way of recording thoughts. Another
method can be using a structured format such as a checklist, or various forms
of electronic versions of self-assessment available on CD or via the Internet.

Formal and informal feedback received from a supervisor or manager
In their practice environment, trainers may have a formal feedback process
where their manager provides information on their performance and future
development needs. This information is often documented and monitored.
The regularity of this exercise will vary depending on the practice
environment. There may be occasions when a trainer’s supervisor or
manager provides informal feedback and this can be just as valuable as the
formal feedback. This feedback may or may not be written. A trainer in a
practice environment where they do not receive either formal or informal
feedback may want to make an appointment to discuss this situation with
their manager or supervisor and explain what information they would like
and why they are asking for the information.

Data from routine organisational activities that are in your area of
responsibility
Depending on the trainer’s role in the practice environment, there may be
specific things which are routinely measured and monitored, such as course
completion rates. Data from these measurements can provide useful
information on their areas of strength, and highlight improvement
opportunities. This data can also be used as part of formal or informal
feedback received by their manager or supervisor.

Information from clients
On occasions, a trainer’s peers and work colleagues may offer them solicited
or unsolicited feedback on their performance. Sometimes only negative
feedback is given and this can skew the trainer’s perception of their
competence. If a trainer asks for feedback from their peers and colleagues, it
is often best to clearly explain what information they need. Ideally, feedback
should be honest and given in a constructive manner. Sometimes, as part of
studies or within their practice environment, a trainer will have the
opportunity to take part in a 360 feedback exercise. This process involves
getting feedback on predetermined criteria from people who work above,
below and at the same level as them (e.g. peers, colleagues and clients).
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Analysis of results should be explained to ensure a thorough understanding
of how the scores were achieved and what they mean. If this is not done
correctly, the benefits of the feedback may be decreased.

Information from learners
Learners can often provide very useful feedback on a trainer’s strengths and
areas for improvement. This information can be gained either through formal
or informal feedback. Helpful technology is also available, such as ZING,
which is a computer software package that efficiently and effectively
captures information. It is important that those providing feedback
understand the type of feedback the trainer requires and that the
information is presented in a constructive manner.
Asking for feedback
When seeking feedback, a trainer will sometimes find it more useful to ask OPEN
questions rather than CLOSED questions. Whilst, CLOSED questions generally result
in a yes or no answer, OPEN questions will result in more information being
obtained.
Examples of closed questions include:


Is the trainer good at explaining the information?
Has the trainer demonstrated the process correctly?
Examples of open questions are:


What do you think is effective about the way the trainer presents their
material?
How could the trainer do this better?
A trainer’s questions will depend on what information they would like to gain and
who they are asking. The following list of sample questions may provide useful
information:




What areas of performance do you consider as the trainer’s strengths?
Is there any way in which the trainer could build on their strengths?
What do you consider are areas for improvement in the trainer’s
performance?
Can you provide specific evidence on which to base this information?
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How can a trainer validate the feedback they receive?
Receiving feedback from a range of sources helps validate the result of a trainer’s
self assessment and highlights any trends they may need to consider.
Positive feedback should be accepted and acknowledged, as it shows affirmation of
their outstanding strengths. It is also important to take negative feedback as
constructive, rather than to take it personally.
How does a trainer identify the format for their development plan?
After gathering together information providing direction and background for their
personal learning plan (as discussed in the previous pages of this Book) a trainer can
commence using that information to document and plan for their professional
development needs. As the old adage says, “If you fail to plan, you plan to fail”.
Before writing up their own plan, a trainer should check to see if there is a template
or a proforma in use in their practice environment.
Some practice environments have formal systems where managers and supervisors
review the performance of staff and provide feedback. This provides the framework
for management of the process, record keeping, reporting, and actioning
recommendations for improvement.
There may be a personal/professional development plan in place that is part of this
framework. It may be referred to as a work plan, a professional development plan, a
personal learning plan, an individual development plan, a performance management
action plan, or a performance appraisal form!
If there is such a document in use in a trainer’s practice environment they should
locate it to use for further activities.
In some organisations, the performance management system is linked to financial
rewards or other Human Resources management or development systems (e.g. pay
increases, promotions, succession planning). However, often this is not the case.
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What should be included in developing the personal learning plan?
The key elements that should be included in a documented plan are listed below.

Job role or career objective
This outlines what you are trying to achieve in your career or job

Goals linked to performance standards
This indicates what specifically relates to performance standards you have
identified as relevant to your role.

Developmental activities
The activities you will undertake to gain the required knowledge and skills.

Required resources
The resources you will need to ensure your objective is achieved.

Timelines
The timeframe established for the stages within the plan.

Responsibilities
The allocation of responsibilities for all those who will assist in the execution
of your planned activities.

Expected outcomes/targets
The expected outcome or measure that can be included as part of the plan to
determine if the objective has been achieved.

Signature(s) by parties involved
This indicates agreement by all parties concerned of the content of your
personal learning plan.
For note taking
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How do trainers identify their goals?
In developing their career or job goals, it is useful to use SMART criteria. This ensures
that a system is in place to measure progress within a specified timeframe towards
the achievement of a specific objective. The criteria are as follows:

Specific
Is there a description of a precise or specific behaviour/outcome that is linked
to a rate, number, percentage or frequency?

Measurable
Is there a reliable system in place to measure progress towards the
achievement of the goal?

Achievable
With a reasonable amount of effort and application, can the objective be
achieved?

Relevant
Can the people with whom the goal is set make an impact on the situation?
Do they have the necessary knowledge, authority and skill?

Timely
Has the trainer established a realistic and achievable timeframe for the
completion of their development activity?
How can a trainer ensure that they are employing SMART criteria?
The checklist below demonstrates one simple way that a trainer can check that their
goals meet the SMART criteria.
Your objective: To develop a simple EXCEL spreadsheet within the next month to
record department expenditure against account codes.
How is your objective
specific?
It relates to learning a particular software package and
particular requirement for undertaking the learning.
How is your objective
measurable?
At the end of the month, you will be able to tell if you are
able to monitor department expenditure against codes by
checking the spreadsheet developed.
How is your objective
achievable?
This objective can be achieved with a reasonable amount
of time and effort.
How is objective
relevant?
It is relevant to the requirements of your job.
How is your objective
timely?
A defined period of one month is given for the objective to
be achieved.
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Element 3:
Collaborate with peers in professional development
Peer review, peer evaluation and or peer feedback is a valuable and effective
strategy for professional development. It enables continuing learning, quality
improvement in delivery and assessment and validation through peer review
activities. The extent of success however depends on establishing safe and trusting
relationships as well as clear and mutually agreed purposes and processes amongst
those participating in the review activities. As a professional development learning
exercise peer review activities may take several forms.




You may observe a peer and provide them with feedback
A peer may observe you and provide you with feedback
You may meet and discuss specific practices of a peer with them
A peer may meet with you to discuss aspects of your training or assessment
Irrespective of which of these forms is used the process is one of collaboration.
Everyone gains from the experience. In developing the structure and process for
peer review, individuals must negotiate and reach agreement on issues such as:




The goal of the review is for mutual learning and improvement
Discussions are confidential, enabling open and honest feedback
The relationship is one of equals rather than of expert and novice or trainee
Feedback is provided in a constructive manner that enables learning and
improvement to occur.
In planning and discussing the process the peers should discuss and agree on the
following:
 When and how often will the peer review take place?
 How long will each session last?
 What are the specific aspects for review?
o Organisation
o Knowledge
o Delivery
o Participant support and engagement
o Handling questions
 How will the peer be introduced in the session?
 Does the peer participate in the session and when would this be appropriate?
 Scheduling a time immediately after the review to discuss and provide
feedback.
These are the processes that need to be in place to maximise the chances of an
effective and beneficial peer review. Being able to provide constructive feedback is a
skill to be learned. As a trainer and assessor providing constructive feedback to
participants during a training session, on completion and during and after an
assessment is a crucial skill.
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Constructive feedback is based on observations and involves giving information
about what is done well in addition to giving information about a performance that
needs improvement
Here are some general points for giving feedback in a peer review situation.









Feedback should be descriptive rather than judgmental. This helps prevent
defensive responses.
Specific rather than general.
Focused on behaviour rather than the person.
Focused on helping rather than hurting.
The amount of information given should not overload the receiver.
The feedback focuses on "what" or "how" (observed behaviour) not "why"
The information is clearly communicated.
It is given in a timely manner.
Provided with clear suggestions about improvement.
There is considerable literature on providing constructive feedback and there are
many models which are useful in providing a structure to guide and direct the giving
of constructive feedback.
Peer review does however also have some risks and disadvantages.




The peer may have strong beliefs or commitment to a particular approach or
practice and these may bias their observations and feedback.
A one off review may not provide a holistic picture and sufficient opportunity
to know whether what they observe is usual practice or not.
Conflict may arise due to personalities and differences of opinions
Where feedback is not provided in a constructive manner.
So be prepared to give and receive constructive feedback. This way you will be able
to make the most of the experience and realise the learning and improvement
opportunity it provides. So when receiving constructive feedback, here are some
tips.








Listen to it (rather than prepare your response/defence).
Ask for it to be repeated if you did not hear it clearly.
Assume it is constructive until proven otherwise.
Pause and think before responding.
Ask for clarification and examples if statements are unclear or unsupported.
Accept it positively (for consideration) rather than dismissively (for self
protection).
Ask for suggestions of ways you might modify or change your behaviour.
Respect and thank the person giving feedback.
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Element 4:
Participate in professional development activities
What types of development activities are available?
There are many ways for trainers and assessors to achieve their development goals
and gain required knowledge and skills, including:

























formal learning (e.g. classroom, off-the-job)
informal learning (e.g. working with others, on-the-job training, trough trial
and error)
work-based learning
information gained through industry associations
information updates through Industry Skills Council (e.g. newsletters,
journals)
subscription to electronic updates and publications from VET-based
organisations and associations
VET research via readings and online searches
research via action research projects or activities
Industry visits or placements
study tours
case studies-reading about application in different settings
competitions and exhibitions-learning from the showcasing of others
knowledge and skills
shadowing-learning from others by working closely with them in their role
mentoring and coaching – establishing a relationship with a mentor or coach
with the purpose of facilitating key outcomes for yourself
flexible, self-paced or online learning
readings (e.g. professional journals, books, articles)
project work (e.g. involvement in projects to develop and extend your
knowledge and skills
attending conferences/seminars/workshops
participating in special interest groups
online activities (e.g. chat rooms, discussion boards)
network membership and participation
participation in cross-functional team activities and committees
participating in communities of practice
involvement in partnership/strategic alliances
researching legislation/standards/codes relevant to your sector.
It is important that trainers select activities which best suit their learning style. For
example:

If a trainer is an auditory learner, reading articles may not be the most
effective way of learning. Listening to audio recordings or a speaker at a
conference could be more effective.
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If a trainer learns best by reflection, an activity involving short timeframes
may not be the most useful for them as they are likely to want some time to
reflect on the instructions and what is required of them.
If a trainer is a visual learner, listening to someone present for a significant
part of the learning activity will not be very useful for them, as they require
more visual stimuli to assist their learning.
What networks exist that support professional development activities?
Networks are like a spider’s web – they represent interlinking of individuals or
groups based on some element of common interest.
Networks are an integral part of developing a trainer’s knowledge and skills in both
teaching and learning and their industry knowledge. They often revolve around a
specific sector (e.g. network for trainers and assessors of training and assessing
programs; aviation teachers’ network; hospitality industry network; online
networks.)
Other networks may include:











industry groups
enterprises
community groups
other providers
state and territory training authorities
professional bodies
individual enterprises
international organisations and group
schools
universities
government agencies
A valuable network for people in the VET sector who are interested in flexible
learning is the Australian Flexible Learning Community. This provides forum
discussions, resources and online learning activities and showcase. Go to:
http://flexiblelearning.net.au
Information about national assessor networks in each state/territory can be found at
http://www.ibsa.org.au
Is there a role for including Information and Communication technology in
professional development activities?
Information and communication technology (ICT) plays a significant part in education,
the way information is transmitted and the way in which the economy is managed and
developed.
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It is important that trainers include technology as part of their professional development
activities. This can include:





learning about different information and communication technologies to
support their job (e.g. online learning)
identifying key websites that are relevant to their development
being on email distribution lists so information updates can be sent to them
accessing and using intranets which may exist in their practice environment
participating in online discussions relevant to their role.
For note taking
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Element 5:
Reflect on and evaluate professional practice
Why do trainers review their professional practice activities?
This stage is critical in providing evidence on what expected outcomes were
achieved, why other outcomes were not achieved, and what further development
needs attention. Avoiding this stage is dangerous, as it means that a trainer is not
checking progress to make sure their development is going to plan.
This phase can involve similar mechanisms to those used in gaining feedback about a
trainer’s current competence level. These include:



Obtaining feedback verbally from a manager, supervisor or significant person
in a practice environment either in writing or in person
Getting feedback from self-assessment, managers, supervisors, colleagues,
peers, clients and data from measures used as part of their role
Soliciting feedback via formal and/or informal methods at different time
intervals
At this stage, there is also the opportunity to make amendments to a plan as a result
of other changes that may have occurred. These may be factors outside of the
trainer’s control but which may still affect their personal learning plan.
References:
Anna Rowe, Ian Solomonides and Boris Handal (2010) Lead Series How to collaborate
with peer observation. Learning from each other. Macquarie University Sydney
Resources
The Free Management Library™, covering resources for Personal, Professional and
Organisational development and includes a range of self assessments
http://managementhelp.org/personaldevelopment/self-assessments.htm
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Appendix A: Is your objective S.M.A.R.T?
To help you determine if your objective is S.M.A.R.T, check what you have
formulated against the following questions.
Your Objective:
How is your objective specific?
Is there a description of a precise or specific
behaviour/outcome which is linked to rate,
number, percentage or frequency?
How is your objective measurable?
Is there a reliable system is place to
measure progress towards the achievement
of the objective?
How is your objective achievable?
With a reasonable amount of effort and
application, can the objective be achieved?
How is your objective relevant?
Can the people with whom the objective is
set make an impact on the situation? Do
they have the necessary knowledge,
authority and skill?
How is your objective timely?
Have you established a realistic and
achievable timeframe for the completion of
your development activity?
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Appendix B: Personal/professional career development plan
For: ____________________________________________________________________
In consultation with: _______________________________________________________
Date: _____________
For review on:____________________________________________________________
Identified personal career goals
Immediate (within the year)
Goals (list separately)
Recommended strategy/resources required
When and how will this happen?
1.
2.
3.
Long Term (within 3 years)
4.
5.
6.
Organisational career goals to be achieved this year
Immediate (within the year)
Goals (list separately)
Recommended strategy/resources required
When and how will this happen?
7.
8.
9.
10.
Note: Adjust the number of goals to suit
I agree to aim to achieve the goals set out in this plan.
Signature _________________________________ Date ____________________
Supervisor’s signature _______________________ Date ____________________
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Review of personal/professional career development plan
In consultation with: ________________________________________________________________________
Interim date:___________________
In consultation with: ________________________________________________________________________
Final date:___________________
Review of goals
Goals (refer
above for
details)
1.
Interim (insert comments)
Final (insert comments)
2.
3.
4.
5.
6.
7.
8.
9.
10.
I agree with the comments of the interim review above.
Signature __________________________________________________ Date ____________________
Supervisor’s signature ________________________________________ Date ____________________
I agree with the comments of the interim review above.
Signature __________________________________________________ Date ____________________
Supervisor’s signature ________________________________________ Date ____________________
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Contents
TAETAS501B - Undertake organisational training needs analysis
Page
Identify organisation’s needs
37
Conduct training needs analysis
39
Provide advice to organisation
46
Appendix A: Completed Training Needs Analysis
49
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TAETAS501B
Undertake organisational training needs
analysis
Unit Descriptor
This unit describes the performance outcomes, skills and
knowledge required to undertake a training needs analysis
(TNA) to identify the training and assessment needs of an
organisation.
Element
Performance Criteria
Elements describe the essential
outcomes of a unit of
competency.
Performance criteria describe the performance needed to
demonstrate achievement of the element. Where bold
italicised text is used, further information is detailed in the
required skills and knowledge section and the range
statement. Assessment of performance is to be consistent
with the evidence guide.
1. Identify the organisation’s
needs
1.1
Discuss with relevant staff from the organisation
their objectives, expectations and organisational
requirements
1.2
Use appropriate communication and interpersonal
skills to develop a professional relationship with the
organisation.
1.3
Identify, analyse and address any existing or
potential issues that may impact on the
organisation’s objectives and requirements
1.4
Identify and access resources in accordance with
organisational requirements
1.5
Develop a project plan with relevant persons to be
negotiated and agreed by the organisation
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2. Conduct training needs
analysis
2.1
Use reliable, appropriate and efficient methods for
collecting information and data on current, emerging
and future training needs
2.2
Analyse the organisation’s work roles to determine
skills and competencies needed for effective
performance
2.3
Follow legal, organisational and ethical requirements
to gather information and data to assess the current
skills and competencies of staff
2.4
Use reliable and valid data analysis methods to
determine current and emerging organisational
training needs
3.1
Provide the organisation with clear advice and
recommendations on training and assessment needs
3.2
Provide the organisation with options for meeting
identified training needs
3.3
Obtain feedback and comments from the
organisation on the suitability and sufficiency of
advice and recommendations
3.4
Use legal requirements to process, complete and
present final report to the organisation
3. Provide advice to the
organisation
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Element 1:
Identify the organisation’s needs
At what levels are training needs identified?
Training needs can be identified at three levels:



The individual: an employee lacks certain skills, understandings or behaviours
that limit performance. e.g. a discourteous technician.
The workgroup: employees doing the same kind of work lack a certain skill. e.g.
with the introduction of new computerised job tracking system, the technical
and sales people need training but accounts and cleaning staff do not.
The organisation: throughout the company certain behaviour hinders
achievement of goals at a corporate level. e.g. workers not being aware of or
implementing the corporate code of conduct which is affecting employee
morale and as a result, customer retention.
How is a training need identified?
The following framework should be considered when deliberating on the need for
training in the organisation. To identify a training need a trainer must determine the
differences between what people actually do in performing the job (current
performance) and what people should do in performing the job (desired
performance).
Once they have identified that a training need may exist and identified a job
description or competency standard for that particular job/role then the trainer can
carry out a training needs analysis.
The diagram below shows the steps that the trainer will need to take to conduct a
training needs analysis.
1
2
•Identify the competencies that relate to the specific jobs/roles
•Identify competencies held by individuals for specfic jobs/roles
3
•Compare competencies currently held by the individual with
those competencies required for the job/role
4
•Outline the training requirements in sufficient detail and in an
appropriate format so that a training program can be prepared
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How are training needs matched to competency standards?
Before a trainer can undertake a detailed training analysis it is essential that they
have an accurate description of the job/task that is required. Without this they will
not be able to define training requirements, as they will have no specific standards
against which they can check an individual’s performance.
There are a number of ways that they can gather information for their training
analysis:

Organisational records

Observations

Interviews

Performance review (supervisor)

Questionnaires

Performance assessments
All of these will help the trainer identify the differences between what an individual
can do and what is required of them in the workplace.
How is the client group identified?
A training needs analysis requires the identification of a client group that needs
training for some reason. Consequently, the trainer has to identify the client group
and the reasons training may be required. The client group may be a department or
division of an organisation, a work area or team, or the whole organisation. The
needs of clients will vary. The group may require training for a number of reasons,
for example:




To achieve increased productivity of the group, department or organisation
To achieve an increase in the profits of the organisation
Attainment of specific industry or enterprise competency standards, for
reasons of promotion, remuneration or increased job skills
Achievement of government or community priorities, for example new
training policies or a change in environmental waste management
Whatever the reason for the training, the training professional should ensure that
the training is accurate and well planned to suit the needs of the individual learners.
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Element 2:
Conduct training needs analysis
Training Needs and Goals
When a training professional is planning a training program for a group of people,
they will begin by investigating the issues that surround the need for training. They
need to find out as much about the client situation as they can and record all of the
information so that they can make a considered decision about the training need.
They might conduct face-to-face or telephone interviews with the key members of
the client group. The recording process will help them to identify the competency or
performance standards to use during the training.
A need for training may appear in an organisation because of a gap in skills and
knowledge, mistakes being made, accidents happening, or jobs changing. The
training need may be identified by the person actually wanting training, or a
supervisor. Before a trainer progresses with developing a training program, they
must make sure that the planned training is what is required and that there is not a
better non-training alternative. Trainers will find that problems frequently occur in
the workplace that the supervisor or manager assumes have arisen because of lack
of training, when training is not what is actually required.
If the trainer is sure training is the best option, then they continue with developing
the goal of the training. The goal of the training may be different from the training
agenda itself. For example:

A group of sales representatives is being trained in sales communication
techniques and the goal of the training is a 10% increase in sales over the
next three months.

A pilot and crew are being trained in on-board safety skills and the goal of
training is zero flight accidents.

An instructional designer is beginning training in writing skills and the goal is a
20% increase in the sales of training products.

A nurse trainer is training nursing home staff to Certificate III in Aged Care
and the goal is to have 5% more qualified staff to achieve additional funding
for the organisation.
The goal of the training may differ from the content of the training program. The
goal needs to be measurable, so that after the training its success can be evaluated,
as in the examples above. The goal of training needs to be identified at the
beginning so that the success of the training can be evaluated afterwards.
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How should trainers detail the knowledge and skill required to perform to
standard?
If a trainer is going to organise training for a group or individual in any area, they
have to be confident that the training is going to achieve the standard of
performance required. Therefore, the training professional needs to collect details
of the knowledge and skill required to perform the job tasks where the training
needs exist. They could use a number of documents to ascertain the required level
of performance, for example:

Industry or enterprise competency standards

Reports and records of previous assessment and training of competencies

Licensing requirements

Discussions with the client group

Skills audit reports from enterprise or industry

Benchmarking reports

Job descriptions/duty statements

Standard operating procedures

Industry and government publications or recent research reports

Policy and procedure manuals

Existing training programs, modules or units

Marketing needs analysis reports
How does a trainer find out the current competencies of the group?
Before a trainer conducts training, they have to work out what the learners can
already do, so duplicated study is not repeated. This is the process of Recognition of
Prior Learning (RPL), otherwise called Recognition of Current Competency (RCC).
There are a number of ways a trainer can find out what the learners can already do:
Qualifications review
The trainer can conduct a formal assessment of competency against qualifications. If
they are a workplace assessor or the client group has access to an assessor, they can
organise a Recognition of Prior Learning (RPL) process to be undertaken. This
process will look at the prior learning and experience of individuals and assess them
against the relevant competency standards so they are recognised for what they
already know and do not engage in repeat training.
Previous assessments
A trainer can look at reports of assessments against competencies. A learner may
have already been assessed in an area that they are intending to train. By looking at
reports of previous assessments the trainer/assessor can quickly see what they can
do.
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Employment records
An assessor can look at the individual’s employment records, CV, references or a
duty statement. These documents will give further evidence of the individual’s
abilities. For example, they may have certificates of past training in their CV,
references detailing their skills, and so on. This method would be used to support
other evidence, not as the only demonstration of the person’s competence.
Observation of skills
An assessor could observe the learner performing skills or applying the knowledge in
the workplace or in a simulated setting. They could observe the learner over a
period of time, using a performance or competency standard as their guide to see
what they can already do. The advantage of this is that it is easier to see someone
do something than it is to have them try to describe to you what they can do and
you may notice things the client may not have thought were important. The
disadvantage is that the learner may get nervous and perform badly, other people
may be disturbed by the observer or the observer may misinterpret some of the
actions.
Questioning
Ask the learner questions or utilise written questions, perhaps true/false, multiple
choice or short answer. The advantages of written questions are that the answers
can be kept for future reference, it gives the learner a while to think about the
answer and it can directly find out knowledge and comprehension of a subject area.
The disadvantages are that they can be time consuming. It’s difficult to know if the
answers transfer into performance and there are learning, literacy and numeracy
issues to consider.
Interview
Interview the learner face to face or on the telephone. In an interview the assessor
can go into more depth and look for more details and can observe verbal and nonverbal responses. The problem is the interview can be time consuming and the
interviewer needs to be careful not to put their own interpretation on the responses.
Third-party feedback
Seek feedback from the learner’s supervisor and colleagues. This method can also
be used to support other investigative methods. The assessor can question the
supervisor and colleagues about the learner’s skills and abilities. They need to be
careful of personal judgements appearing here however, and should instead use the
performance or competency standard to decide about the learner’s abilities.
The more techniques that are used to assess competence, the more reliable the
information will be about the learner’s capabilities.
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Who else needs to be involved in the process?
As well as the training professional and the client group of learners, there may be
other personnel involved in the planning of the training program. These personnel
may include:








Team leaders, supervisors, managers or employers
A technical or subject expert to assist with the planning
Government regulatory bodies
Union and employee representatives
Consultative committees
Users of training information such as providers, employers, HR departments,
State and Territory Recognition authorities
Assessment or training partners
Other trainers, teachers or assessors
When an assessor is planning the program, they should make sure to stay in contact
with all the relevant personnel who need to be informed about what is going on. As
well as informing them, they will gain important information from them about the
learners.
How does an assessor identify the gap between the required competencies and the
learner’s current competencies?
The gap between required competencies and current competencies is the portion of
skills and knowledge the learner needs to achieve to be recognised as competent in
a particular task or job. The gap may refer to physical skills, for example driving a
forklift or using a photocopier, or it may refer to underlying knowledge, for example,
WHS, related to using the forklift or the different types of photocopiers available.
The competency of an individual refers to their ability to perform the task or job
competently in all situations and under varying conditions. Therefore an individual
has to be able to perform under the five dimensions of competence.
1. Task skills
Performing at an acceptable level of skills
2. Management skills
Managing a number of different tasks within the job
3. Contingency management
skills
Responding and reacting appropriately to unexpected
problems, changes in routine and breakdown
4. Job/role environment skills Fulfilling the responsibilities and expectations of the
workplace
5. Transfer skills
Transferring skills and knowledge to new situations and
contexts
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When a training professional is identifying gaps in physical skills or underlying
knowledge, they also have to look at these dimensions of competence and make
sure the learner can perform all the skills required under these conditions.
How does a trainer analyse the participants?
There are multiple factors to consider when planning the program, which can affect
the learner’s ability to achieve competency. The characteristics of participants that
may affect the achievement of competency may include:
Level of
confidence ,
nervousness
or anxiety
Previous
experince
in adult
training
Culture,
language
and
education
Participant
characteristics
Physical
ability
Gender
and age
Language,
literacy,
numeracy
Previous
experience
with
subject
matter
When a trainer is planning their training program, as well as considering the most
appropriate program and the resources required, they have to think about the
learners and what they are capable of in terms of learning.
How does someone decide if there is a non-training alternative?
Before a trainer embarks on a training program as the solution for the client, they
need to consider whether there is a non-training option which would work better.
When they investigate the client group and what they can do and what they can’t
do, they may find other reasons for their performance issues.
For example:
 The learner performs the tasks to standard but the output shows a high rate
of inaccuracy
 The learner’s concentration frequently lapses
 The learner’s work attitude shows little commitment to the goals of the
organisation
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In these situations, there may be non-training alternatives more suitable to
improving performance, for example, counselling, recruitment, monitoring work
output, transferring to another area and so on.
If training is still agreed to be the best option, but problems such as the examples
above are present, training may need to focus on the dimension of competency of
job/role environment skills, which refers to the learner’s ability to get on with others
and fit into the workplace. A learner with attitudinal or concentration problems may
need to be shown how important those skills are in the workplace.
How are the most appropriate delivery approaches and activities identified?
When the training professional has determined that training is the most appropriate
measure, they need to choose the most appropriate program. They have to think
about whether there are existing programs that would suit the learners, whether
they have to design a new training program, and what form of training is
appropriate.
The training that they select may be based on a number of different performance or
competency standards, including alternatives such as:




The relevant national industry training package, for example the Training
Package in Training and Education
An enterprise specific training package
An agreed curriculum course
International standards
The training may be delivered in a number of ways; it may take place in a number of
different locations or all in one location, and that is something they have to consider
when planning the program. The delivery model will affect the learner’s time away
from their job, resource requirements and other variables. The training may be:






Distance learning
On the job delivery at work or in a training environment
Off the job at a separate training organisation
Online
eLearning
Combination of the above (blended learning)
What strategies exist for researching existing courses and resources?
It is important that the training professional knows which training programs and
courses are on the market. This will help them keep in touch with current trends in
training methods and course content when they are deciding whether to use or
modify already existing programs and resources. There are many places they can
look for training programs that might meet their needs, for example:
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Their own organisation may have conducted programs in the area they are
investigating.
The national database on Vocational Education and Training in Australia.
http://training.gov.au/
Public and private training providers
Professional associations such as the Australian Institute of Training and
Development http://www.aitd.com.au/
Producers or distributors of commercial training programs.
Other organisations with training aims similar to their own.
A training program can be delivered in a multitude of ways depending on the needs
of the learner and the content of the program. Training materials are produced in
many different formats, which can include any combination of the following
materials and equipment:









Manuals or work books or guides for the trainees to read and write in
Resource packages with booklets for reading only
Videos or audio tapes with or without handouts
Speaker with or without handouts
Software packages with or without handouts
Non-endorsed components of a Training Package
Industry/enterprise competency standards
Supporting policies and legislation
Specific language, literacy and numeracy support material
Sometimes trainers will find so many resources available it will be hard to decide
what to use and what to dismiss. The trainer should resist the temptation to include
too many resources if they are actually going to conduct the training as well. They
should refer back to their training goals and performance or competency standards
to evaluate the resources and courses that will best suit the learners. Also, they
should consider the learning styles in the group or individuals who will be attending
the training program and their familiarity with the topic. Analysis of these factors
should help them decide on the complexity and difficulty of the resources or courses
that they choose.
As the training professional, they also need to be up to date with technological
changes in learning pathways that are now available. Resources are available online
and in other forms of media, and multi-media approaches to learning are developing
rapidly. They should be aware of everything that is available to the learners and
investigate all the options.
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Element 3:
Provide advice to the organisation
How should a training program be promoted?
People are more likely to support training programs when they understand how they
can benefit from them. There are two primary groups of people whose support is
important to a program, the people who make the decisions about running a
program and the people who attend the program.
What does management need to know?
Managers are particularly interested in a number of key areas:




how the training program will improve productivity
why money and time should be invested in the training program
how the program will help the organisation meet its goals
how much productivity/work time will be lost by the learners
Managers and learners need to be reminded regularly of the benefits of training to
everyone. Training professionals who are planning programs should make
themselves and their programs well known to management and the benefits training
offers to the organisation.
What do potential learners need to know?
Participants in training will be hoping to gain something from the training program:





a promotion or pay rise
increased self esteem
increased efficiency in the job
increased competency or a new skill
familiarity with a new system or machine
How can training programs be promoted?
When a trainer/assessor is promoting a training program, it is important to consider
the following:




Who are they trying to reach? i.e. Who is the target group?
What are the benefits for the target group in attending training?
How can these benefits be communicated?
How can they then promote the training program to the group?
The methods trainers will employ to promote to the managers or key decision
people will differ from the methods of promoting to the learners. Gathering support
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from managers or those in control of training funds is an on-going process, which
requires research and planning.
Information that trainers present to management about prospective training needs
to be clear and concise. In a presentation of promotional materials they could
include:




the facts: the training identified, evidence that it is needed and how the
program will meet those needs
the link to organisational goals
the costs and time frame involved
the evaluation of the program afterwards to show it met its objectives
Having worked out the information a trainer is going to provide, there are a number
of ways they can present the information. They could distribute a newsletter to a
group, deliver a written presentation, put together a multi-media presentation, or a
combination of all of these.
Information that they present to the potential learners can also be put together in a
variety of ways. They could distribute a newsletter, brochures, posters, send email
or memos and so on. When they are promoting the program to the learners they
must make sure they include enough details so the potential learners can make an
informed decision. They should include for example:







a summary of the content of the program
a brief description of the expected goals
the specific benefits to the learner
the venue, times, dates and any extra resources they need
how to enrol
any extra selection criteria
who to contact for more details
How does a training professional evaluate the program?
The training professional needs to monitor the effectiveness of their promotional
activities to make sure the information is being communicated to the right people in
the right ways. There are several methods they can use to monitor the
effectiveness of their promotions, including:




monitor enrolment numbers and where the learners have found out about
the program
conduct surveys to find out how aware they are of the program and its benefits
talk to people and get informal feedback on how much they know about the
programs
try different forms of promotion and use any of these methods to monitor
their success, so they will know what works for particular groups.
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References:
Australian Institute of Training and Development (http://www.aitd.com.au/)
The national database on Vocational Education and Training in Australia
(http://training.gov.au/)
For Note taking
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Appendix A – Completed Training Needs Analysis
1. An outline of client needs
This should include a description of client organisation, target group, personnel to be consulted and the
context of the intervention
Client Organisation:
Target Group:
Real Steel
Team Leaders & Supervisors
Personnel to be consulted: HR Manager, Production Managers & Unit Managers
General information on context:
The company had identified that at this level, while the people are technically competent
many have moved into positions of leadership and have had no formal training in this area.
This has been evidenced in production situations and general performance.
2. Report on research undertaken
The research used to identify a specific problem or problems in the organisation (i.e. the gap between
the workers’ current performance and the organisation’s desired performance.)
Type of research undertaken (scope of activities)
1. Line managers were consulted firstly as a group to allow the consultants to develop
an appropriate understanding of the operational reasons for the intervention.
2. Interviews were then scheduled with the line managers individually to gain an
understanding of how the operational performance of each was measured and the
performance against those performance indicators.
3. Team leaders and supervisors were then consulted both individually and in
operational groups to ascertain why the organisation’s requirements were not
being met.
4. This process was preceded by a 360 degree survey distributed to the managers and
staff of each group in preparation for the individual and group consultations.
5. Additional questionnaires were presented to the team leaders and supervisors
asking them to identify areas of operational problems and possible solutions.
6. Performance appraisals including their effectiveness and results (broadly) were also
discussed.
3. Results of the research
The gaps between the organisation’s requirements and the current skills demonstrated by
the target group are evident by cost and time over-runs on work and projects.
Issues that have been identified include:

High absenteeism due to low morale

High levels of overtime due to poor organisation of workforce

Poor resource management and planning

Customer deadlines not met
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The main areas identified are the leadership competencies that are impacting on overall
performance.
These fall into the main areas of:

Time Management skills

Organisational skills

Communication and people handling

Getting results by using the skills and talents of others(delegation)

Managing of projects

Customer service skills
4. Recommendations made to client
Outline a training goal to overcome the identified issues
Team Leaders and Supervisors participate in a leadership program that will address these
issues and give them the skills required to:

Ensure on-time delivery of products and services to customers

Reduce Absenteeism by 25% over 6 months

Reduce Overtime average by 10 hrs/person/week over 6 months
Identify the learners and any variables that might impact on the achievement of this goal. (e.g. Language,
Literacy and Numeracy issues, infrastructure problems, technology etc.)

Some literacy issues

Variety of ages and experience

Mostly male workforce

Operational staffing requirements(availability)
Outline the type of training to be conducted and/or action plan to bring about the training goal.
The training will be conducted with a combination of lectures including video presentations,
team-work activities, group discussion and role-play. The aim here is to model effective
leadership and team-building skills and encourage the students to take ownership of their
learning through practical activities.
Key topics to be covered:

Interpersonal skills including Communications and Personality types

Leadership Skills

Motivation

Planning and Organising
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The success of this training could be measured in the following ways:
The main measure of success and an indication of a satisfactory return on investment are
as follows:

An improvement in staff morale due to the more competent leaders to be measured
by a decrease in absenteeism of >25% over the first 6 months.

Improved organisation would see jobs delivered on time (increase to >90% over first
6 months) to customers and within cost budgets.

A reduction in overtime (by 10 hours per week per worker from current levels over 6
months) due to improved organisational skills of the leaders. This would also flow
from the improvement in morale.

A better use of the company’s resources both capital and human (measured by
improvements in the Revenue: Expense ratio)
This information would be gathered through a combination of performance records,
customer surveys, financial statements and spot audits
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5. Proposal outlining delivery of recommended options (Learning Program details)
Client
details
Program
Title
Contact person :
Maurice Gray
Real Steel Supervisor training
Position:
Training Manager
Identify the standards this program is based on:
Standards
Competency standards  Accredited course 
Legislation /compliance  Other (details)  Real Steel internal operational
requirements
Target group
Team leaders and Supervisors identified by Real Steel management
Entry
requirements
N/A
Delivery
model
Total days/ hours = 5
days
Delivery
methods
The training will be conducted in two main ways:
Brief
description
The candidates will also be required to conduct limited research and
complete workbooks based on that research in the context of the training
and teamwork activities practised in class.
Made up of :
Class off-the-job component = 35 hours
On-the-job component . . . . . . . . . . . . . . .
Self- directed learning = 5 hours
Other . . . . . . . . . . . . . . . . .
The training will be conducted with a combination of lectures including
video presentations, team-work activities, group discussion and role-play.
Class based assessment methods
Assessment
Observation
Q&A – oral
Checklists
Circle the
assessment
methods that
will be used
Assessment
model
Brief description
of how and
when the
assessments
will occur
Work based or independent assessment methods
Demonstration
Workplace
simulation
observation
Log books
Third party
report
Checklists
Class based
Class
activities
presentations
Group work
Case studies
Written tests
Projects
Portfolio of
Journal
work samples
Role play
Written task
(workbook)
Performance
Other
Review
The in-class assessment will be through observation of the participants and
a qualitative assessment will be given by the instructor based on the
requirements of each of the assessment activities as they transpire.
The material generated through the self directed research and reflection
activities will be discussed with the instructor upon completion. This phase
of the assessment will be based on a self-assessment model
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Session
Plans
Session 1
Please identify the key focus for each session in this learning program. (i.e.
what is the central topic or activity being conducted in each session?)
Communication and people handling
Session 2
Customer service skills
Session 3
Time Management skills
Session 4
Getting results by using the skills and talents of others(delegation)
Session 5
Organisational skills
Session 6
Managing of projects
Learning
resources to
support this
program
List only
Videos
Activity and role play scenarios
Workbooks
Facilities
Room /Location details
Fully equipped training room – Real Steel
Items needed
Equipment
DVD player
OH&S
Will an OH&S risk and hazard assessment be conducted in the training
location?
If so: When- prior to commencement By whom- on-site trainer
Review
of
Learning
Program
Outline how the program will be reviewed:
Participant feedback forms
Interviews with line managers at three and six month intervals
Proposal
Costing
This proposal submitted under the following assumptions:
All trainer-led sessions to be held in Real Steel on-site training facility.
Facilities provided by Real Steel and negotiated by on-site trainers.
Training times to be negotiated between on-site trainer and Training
Manager.
All catering, where required to be organised by Real Steel Training Manager.
All activities to be resourced by consultant trainers.
Based on 5-7 participants per course the fee will be $X,000 per course
including preparation and face-to- face training time.
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Contents
TAELLN401A – Address adult language, literacy and numeracy skills
Page
Determine the core LLN requirements of the training
56
Access specialist learning support
67
Customise program to develop core LLN skills
69
Appendix A: BSBOHS201A Participate in OHS processes
71
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TAELLN401A
Address adult language, literacy and
numeracy (LLN)skills
Unit Descriptor
This unit describes the performance outcomes, skills and
knowledge required to recognise the core language,
literacy and numeracy (LLN) demands of training and
assessment, and to tailor training and assessment to suit
individual skill levels, including accessing relevant support
resources.
Element
Performance Criteria
Elements describe the essential
outcomes of a unit of competency.
Performance criteria describe the performance needed to
demonstrate achievement of the element. Where bold
italicised text is used, further information is detailed in the
required skills and knowledge section and the range
statement. Assessment of performance is to be consistent
with the evidence guide.
1. Determine the core LLN
requirements of the training
1.1
Determine core LLN skill requirements of the
training specification
1.2
Determine core LLN requirements of the training
context
1.3
Use validated tools and other sources of information
to determine existing core LLN skills of learners
2.1
Determine the need for specialist core LLN
assistance for the learner, based on evidence
collected
2.2
Apply appropriate strategies for collaboration with
specialist language, literacy and numeracy
practitioners
3.1
Select and customise or develop learning and
assessment materials that are appropriate to core
LLN skills of training specification, training context
and learners
3.2
Apply learning support strategies to assist learners
to develop required core LLN skills
3.3
Continuously monitor and evaluate approaches to
determine areas for improvement
2. Access specialist learning
support
3. Customise program to
develop core LLN skills
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Element 1:
Determine the core LLN requirements of the training
According to the AQTF Standards for Registered Training Organisations,
Standard 2: The RTO adheres to principles of access and equity and maximises
outcomes for its clients.
2.1 The RTO establishes the needs of clients, and delivers services to meet these
needs.
2.3 Before clients enrol or enter into an agreement, the RTO informs them about the
training, assessment and support services to be provided, and about their rights and
obligations.
2.5 Learners receive training, assessment and support services that meet their
individual needs.
According to SNR 5 for NVR Registered Training Organisations (2011) Registered
Training Organisations must comply as follows:
SNR 5: The applicant must have strategies in place to adhere to the principles of
access and equity and to maximise outcomes for its clients, as follows:
5.1 The applicant has a strategy in place detailing how it will establish and meet the
needs of clients.
5.3 The applicant has in place a process and mechanism to provide all clients
information about the training, assessment and support services to be provided, and
about their rights and obligations, prior to enrolment or entering into an agreement.
5.5 The applicant has a defined process and mechanism in place to ensure learners
receive training, assessment and support services that meet their individual needs.
Using language, literacy and numeracy (LLN) skills are an integral part of living and
working effectively. Broadly LLN refers to the skills in reading, writing, speaking,
listening and using numbers. The range and the skill level of each or any of these
that are required in any situation depend on a number of factors including the
environment, the purpose and the task. As an example the range and level of
numeracy skills that may be expected for training in financial services is likely to be
different to that in animal studies. In a similar way language skill requirements in
customer contact are likely to be noticeably different to the skill level required in
meat processing training. Also while LLN is typically written and grouped together
they are not always required at the same time in the same activity or task.
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LLN issues affect training and assessment in two main ways.

Firstly LLN skills may have an impact on whether a student or employee is
able to access and participate in training without being disadvantaged by
their current LLN skills.

Secondly in a work environment irrespective of the specific LLN skills required
to demonstrate vocational competency, improved LLN skills will have the
potential to make improvements generally in quality, productivity, teamwork,
safety, communicating, collaborating and employee engagement.
In a training context there are four main considerations

Are there any specific LLN skills that must be taught as a required
competency?

Are there any LLN skills underpinning the competency being taught that are
not made explicit in the standard but necessary to perform effectively?

What are the LLN skills of participants?

Is there a need to address these specifically in the delivery of training to
enable them to participate effectively?
Language in its broadest sense involves the words and gestures we use to convey
meaning. Language involves a combination of communication forms such as
speaking, listening, reading writing and visual communication. Australian Sign
Language (AUSLAN) language of the deaf community uses skills in visual
communication. Language also refers to specific languages such as English,
Cantonese, French or Hindi. In the workplace an employee may have high level
technical competency with low level English language competency. Workplaces also
reflect society at large and are likely to have employees who speak a variety of
languages.
Literacy is the ability to read and use written information as well as to write
appropriately depending on the context. Literacy is more than just being able to
read and write but also involves combining critical thinking with reading and writing.
Literacy practices change over time and context such as is evident with emerging
multimedia, information technologies and multicultural workplaces and
communities. Short Message Service (SMS) language with its extensive
abbreviations, acronyms, use of face symbols in emoticons is an example of this.
Numeracy involves the practical application of mathematical skills. This could involve
basic number skills, spatial and graphical concepts and the use of measurement and
problem solving.
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Australian Core Skills Framework
The Australian Core Skills Framework (ACSF) released in 2008 describes performance
in language, literacy and numeracy (LLN) skills across five core skills. Initially this
framework was developed to enable a more uniformed reporting of English
language, literacy and numeracy courses and training. However it is now more
widely used to define workplace LLN skill requirements, analyse curriculum and
course content as well as assess an individual’s specific and current LLN skills.
The ACSF identifies five core skills and describes performance for each of these at
five levels
Core skill
Description
Learning
This describes the active awareness of self as a learner, learning
orientations, and approaches to the management of learning.
Acquiring and applying practical strategies to facilitate learning.
Reading
This describes deriving meaning from different texts including
critical awareness of the purpose of texts and manages the
conventions of reading.
Writing
This describes ability to shape written language according to
purpose, audience and context as well as vocabulary,
grammatical structure and conventions of writing. It covers all
modes of writing such as pen and paper, word processing, mobile
phone texting.
Oral
Communication
This encompasses both speaking and listening and describes
communication that has primarily a practical purpose (obtaining
information, providing a service) as well as communications with
the purpose of building or establishing a relationship.
Numeracy
This describes identifying mathematical information in texts as
well as using mathematical skills and knowledge.
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The ACSF further identifies five levels of performance for each of these core skills
where level 1 is the baseline and level 5 the highest level. For each core skill the
document details the indicators against which performance is assessed and provides
a description of sample activities across six aspects of communication at each level
In summary five core skills, five performance levels across six aspects of
communication
An extract from the ACSF more clearly illustrates this:
WRITING INDICATOR OVERVIEW
Core Skill:
Writing
Indicators:
1. Audience, purpose and meaning making strategies
2. Vocabulary, grammatical structure and the conventions of writing
Level
Indicator 1
Indicator 2
Level 1
Conveys a simple idea, opinion,
factual information or message in
writing
Displays limited vocabulary, grammatical
accuracy and understanding of
conventions of written text
Level 2
Conveys intended meaning on
familiar topics for a limited range of
purposes and audiences
Produces familiar text types using simple
vocabulary, grammatical structures and
conventions
Level 3
Communicates relationships
between ideas and information in a
style appropriate to audience and
purpose
Selects vocabulary, grammatical
structures and conventions appropriate
to the text
Level 4
Communicates complex relationships
between ideas and information,
matching style of writing to purpose
and audience
Displays knowledge of structure and
layout employing broad vocabulary,
grammatical structure and conventions
appropriate to text
Level 5
Generates complex written texts,
demonstrating control over a broad
range of writing styles and purposes
Demonstrates sophisticated writing skills
by selecting appropriate conventions and
stylistic devices to express precise
meaning
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ACSF: SAMPLE OF WRITING ACTIVITIES ACROSS ASPECTS OF COMMUNICATION FOR LEVELS THREE (3) AND FIVE (5)
ASPECT OF
COMMUNICATION
Personal
(expressing identity)
WRITING LEVEL 3

Composes a letter/email to a friend recounting
recent events
Completes performance appraisal review form and
identifies personal goals

Writes a personal letter which details complex personal
circumstances/responses where a level of subtlety is required, e.g.
support letter in a court case

Writes a report that may include graphs or diagrams
for a specified purpose


Writes a short formal letter outlining instructions for
an particular purpose e.g. closure of a bank account
Writes clear sequenced instructions for routine
/everyday context. e.g. prepares workplace timetable
for start up and shut down procedures
Uses word processing program on a computer to
produce own texts. e.g. brief reports, email to
colleagues
Uses functions such as format and copy and paste to
integrate/save/transfer information
Writes routine report. e.g. accident report, incident
report ,

Writes a report of an investigation which requires a small group to
design, implement, analyse and present results in an appropriate
format
Writes a detailed procedural text, including alternative courses of
action, after defining the needs of the audience and the purposes of
the information.
Prepares task and required documentation for an assessment event
using clear and comprehensible language and layout
Adapts task instructions to suit changes in technology, e.g. writes
plain English instructions for the operation of a new machine based
on the manufacturer’s instructions
Uses software capabilities to insert footnotes, references, or prepare
automatic contents page
Participates actively in a meeting by taking detailed and accurate
minutes
Expresses own opinion about a local issue of personal
concern by writing a letter to a relevant authority
outlining concerns. e.g. letter to local newspaper
Completes a survey about the quality of a local
service


Cooperative
(interacting in
groups)
Procedural
(performing tasks)

Technical
(using tools and
technology)


Systems
(interacting in
organisations)
Public
(interacting with the
wider community)
WRITING LEVEL 5


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


Writes a cohesive, well-structured article for a local community
newspaper on a complex issue, presenting alternative views,
evidence and recommendations
Designs a survey to accurately ascertain customer satisfaction levels
and presents a process to evaluate responses
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Training Specification for LLN
Understanding where and when LLN skills are required is important for the
implementation of appropriate training and assessment. The key task for the trainer
and assessor is to recognise and identify the significance of language literacy or
numeracy in the units of competency in a training package or accredited course.
Language, literacy and numeracy skills are integrated and embedded in all Training
Packages and Accredited Courses. The document, Built in not bolted on (2000)
provides a comprehensive description of how LLN skill requirements can be
identified in a Training Package and /or unit of competency. The five levels described
in the ACSF are not directly aligned or mapped in any way to the Australian
Qualifications Framework and so no assumptions can be made about the LLN skill
requirements based on the qualification level of a course or training program. The
LLN skill requirements are more directly and specifically related to the competency
standard. Even within a single standard different levels of writing, reading, speaking
or numeracy may be required. The level of numeracy required at an entry level
course in financial services is likely to be higher than possibly writing or speaking
skills.
Each component part or section of a unit of competency potentially provides an
indication of the LLN skill requirements. This can sometimes be very clear and
unambiguous, where the description of the skill or knowledge to be acquired and
demonstrated uses words that can be directly connected with any of the 5 LLN core
skills of learning, reading, writing, oral communication or numeracy.
Below is a table with suggested words/phrases that may indicate more explicitly a
core LLN skill requirement.
How many can you add to each list?
Reading
Writing
Oral
Communication
Numeracy

Follow
instructions

Record

Advise

Measure


Report

Clarify

Calculate
Interpret
instructions

Write

Instruct

Cost
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There are several places within a competency standard that give an indication of the
specific LLN requirements. LLN skill requirements of a unit of competency may be
explicit when key words clearly relate to literacy, language and numeracy skills.
However there are instances where this may not be the case. This will require a more
in depth analysis of any “assumed LLN skills” which may be required to train, learn,
undertake or demonstrate the competency required. The table below provides some
examples from different units of competency where the LLN requirements are
explicit
Section within the unit of
competency
A discrete activity
described by the title of
the unit of competency
itself
BSBSLS408A Present, secure and support sales solutions
Any of the elements of a
unit of competency
FNSORG506A Prepare financial forecasts and projections
CPCCCM2003B Calculate and cost construction work
ICASAS204A Record client support requirements
Element 4: Document results and obtain approval
RIICCM203A Read and interpret plans and specifications
Element 5: Read and interpret job specifications
Specific activities detailed
in the performance
criteria
Information listed in the
allowable variables in the
range statement
Details in the evidence
guide
1.4.
Communicate emergency response and occupational
health and safety requirements, including the possibility of
wellbore influx and well control, to crew members
3.4.
Instruct crew on safe core recovery procedures
5.4
Explain possible adverse effects to client.
2.2.
Calculate liabilities for tax in accordance with current
legislation and revenue gathering practices
Feedback may be:

Formal and informal discussion with learner and others

Interview

Written questionnaire

Produce a portfolio that shows that all performance
criteria have been met. This should include procedures,
information distributed to workers, records of monitoring
and checking procedures and equipment
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The table below maps the LLN specifications from the unit of competency
BSBOHS201A, Participate in OHS processes, from the Business Services Training
Package. A copy of this unit can be found in Appendix A of this Book of Readings.
This unit is offered in up to 70 Australian VET qualifications ranging from Accounting
to Visual Arts
UOC Title:
BSBOHS201A Participate in OHS processes
Reading
Performance criteria
1.1.Follow established safety procedures when
conducting work

1.2. Carry out pre-start systems and equipment
checks in accordance with workplace procedures

Writing
2.2. Identify existing and potential hazards in the
workplace, report them to designated persons and
record them in accordance with workplace
procedures





2.4.Report emergency incidents and injuries to
designated persons

3.1.Contribute to workplace meetings, inspections or
other consultative activities
3.2.Raise OHS issues with designated persons in
accordance with organisational procedures

3.3. Take actions to eliminate workplace hazards or
to reduce risks

4.1. Identify and report emergency incidents

4.2. Follow organisational procedures for responding
to emergency incidents
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Numeracy

2.1.Identify designated persons for reporting
queries and concerns about safety in the workplace
2.3.Identify and implement workplace procedures
and work instructions for controlling risks
Oral



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Reading
Required skills and knowledge
literacy skills to interpret safety signs, symbols and
notices
Writing
Oral
Numeracy
Writing
Oral
Numeracy

responsibilities of employers and employees under
relevant health and safety legislation
emergency procedures including procedures for fires
and accidents

commonly used hazard signs and safety symbols

Reading
Evidence Guide
accurately following all relevant safety procedures


identifying and reporting hazards to designated
personnel
knowledge of relevant health and safety legislation

knowledge of relevant materials, equipment and
work processes

Reading
Range Statement
Numeracy

maintaining stocks of cleaning equipment (eg.
disposable gloves, liquid repellent aprons,
disinfectant
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Oral

Safety procedures may include completing required
documentation
following OH&S guidelines relevant to workplace
Writing

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Having identified a LLN skill as an aspect of competency the trainer and those
engaged in the design and development of the training must then judge the extent
to which such LLN skills are central to the skill itself being taught or assessed.
These relate to the following questions

What do people have to understand?

What do they have to read?

What do they have to write?

Do they need to understand diagrams, pictures of symbols?

What mathematical calculations do they need to do?
Trainers should be mindful that the language, literacy and numeracy demands of the
training and assessment do not exceed the workplace or competency requirements.
The ACSF identifies four factors which influence a person’s LLN performance at any
point in time. These are:
1. The level of support needed to perform the activity. This varies from learners
at level 1 who need full support with an expert or mentor working alongside
them to perform a task through to level 5 in which the learner requires little
or no support and is able to initiate support from their own established
resources.
2. The context of the activity. This varies from level 1 in which the activity is
highly familiar, concrete and immediate through to level 5 in which activity
applies across a broad range of contexts.
3. The features of the text. The task/activity difficulty increases as the length
and complexity of the text increases. This varies from text at level 1 which is
short, simple using limited and highly familiar vocabulary to level 5 in which
the text is highly complex and includes specialised language.
4. The task complexity. This varies from tasks at level 1 which are concrete
involving one or two processes through to level 5 in which the tasks require
sophisticated task analysis including evaluation and recommendations.
Validated tools
A good training program is one designed to ensure that the mode and level of
training meets the LLN skill needs of participants and the LLN training specification.
Language, literacy and numeracy issues may prevent a worker from participating in
training, which hampers effective training and learning. There are both formal and
informal means of identifying participants LLN skills prior to commencing training.
The completion of an enrolment form itself can give an indication of this.
This strategy may be less intimidating but still provides a valuable starting point to
gauge LLN skills. Requesting participants to write or explain what they see as the
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benefit of the training, or what their expectations are can give a general picture of
LLN skills. This can be written, a telephone conversation or a face to face interview.
Identifying, through a recognised and accepted process, the level of language,
literacy and numeracy skills of workers or learners is essential to informing the
design of training plans and programs.
The ACSF can be used in many ways to determine and assess language literacy and
numeracy skill levels. These include:

As a diagnostic tool to identify an individual’s level of LLN skills at any point in
time highlighting strengths, weaknesses and gaps

Enabling detailed and constructive performance feedback to individuals

To develop targeted training in LLN, based on the results of an ACSF
assessment

To monitor an individual’s change in LLN performance associated with
training

To analyse and describe the LLN requirements of specific workplace tasks.
The results of an individual’s assessment can be used to decide whether the person:
 should complete an LLN bridging program before commencing the training,
or
 requires LLN support throughout the training program (or unit or
qualification) or workplace tasks.
The tasks, activities and tools used for assessing individual levels of LLN need to go
through a transparent and rigorous development and review process to ensure they
are valid, reliable, flexible and fair. This requires that they are unbiased, culturally
appropriate, and relevant to the context and specific purpose. This process will
ensure validated tools and processes. Additional steps to ensure this may include:



Assessments are undertaken by experienced LLN practitioners who have a
sound working knowledge of the ACSF
Workplace trainers who are not experienced LLN practitioners should seek
advice about their judgements from an experienced practitioner
Assessors participating in moderation sessions with other assessors to ensure
that the assessment judgements being made are consistent and reliable.
It is worth remembering that there is no single definitive measure of LLN for an
individual as much of LLN skills are context dependent and consequently should
always be assessed in the context of their use. In vocational education and training
this context would be determined by the Training package, unit of competency or
Accredited course
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Element 2:
Access specialist learning support
Where learners have been identified as requiring additional learning support to
effectively participate in training, it is the responsibility of the training organisation
to ensure that this occurs. This additional support may take several forms,
implemented at different stages of training and be targeted at individuals or groups
and provided either directly or indirectly. Accessing a LLN specialist practitioner will
provide a valuable opportunity to better understand, design and implement
strategies to enable effective and efficient training and learning to occur. These
strategies may be initiated at the design stage of training right until post training and
assessment. The extent of the role of the LLN will be a negotiated one between the
trainer, learner and organisation. The LLN specialist practitioner may work in a
variety of ways such as:

Identifying LLN issues within units of competency

Interpreting elements and performance criteria

Identifying implications of LLN issues for assessment tasks

Recommending the training design and plan allows or includes specialist
training of necessary

Co delivering training so that the LLN expert works with a technical specialist
in delivering and facilitating face to face training

Consulting and advising on the development of assessment tools

Collaborating in the development of customised training materials and
assessment tools

Checking assessment tasks for appropriateness of language , literacy and
numeracy demands

Finding appropriate authentic resources within the workplace for use by
trainers and assessors

Developing customised learning materials

Modifying learning materials and activities

Providing specialist support to trainers before, during and between training
The Language, Literacy and Numeracy Program (LLNP) is an initiative of the
Department of Education Employment and Workplace Relations. It aims to improve
participants’ language, literacy and numeracy, with the expectation that such
improvements will enable them to participate more effectively in training or in the
labour force and lead to greater gains for them and society in the longer term. The
LLNP provides up to 800 hours of free accredited Language, Literacy and Numeracy
(LLN) training for eligible job seekers whose LLN skills are below the level considered
necessary to secure sustainable employment or pursue further education and
training.
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The Workplace English Language and Literacy (WELL) Program is also an initiative of
the Department of Education Employment and Workplace Relations with the aim to
assist organisations to train workers in English language, literacy and numeracy skills.
It does this by providing grants to organisations for English language and literacy
training linked to job-related workplace training.
Resources
Industry Skills Councils (ISCs) website has Workplace English Language and Literacy
information and resources available for all ISCs.
Literacy support for Indigenous VET students: Good practice guide. NCVER has a set
of ‘good practice’ strategies for designing effective literacy and numeracy programs
for Indigenous VET learners, and for building effective literacy and numeracy support
into existing VET courses.
This Department of Education, Employment and Workplace Relations contains key
information about Australian adult literacy activities and links to a range of
additional program, professional development, resource and research sites.
(http://training.qld.gov.au/index.html)
The Community Literacy Program helps disadvantaged jobseekers develop and
improve their LLN skills.
(www.employment.qld.gov.au/programs/sqw/literacy/index.htm).
For note taking
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Element 3:
Customise program to develop core LLN skills
Customising refers to the processing of tailoring and adjusting your design, delivery
and assessment to accommodate the needs and characteristics of the environment
and learners.
In an LLN context it requires that the design, delivery and assessment must also be
tailored to the LLN skill requirements indentified in the standard. The purpose of
this is to maximise the chances of achieving the training and learning outcomes in
the most efficient and effective manner.
There are a range of strategies that can be implemented as part of the customising
to assist learners develop the LLN skills required of the competency standard. These
may be implemented prior to training, during a training session as well as between
training/learning sessions. Strategies to support LLN skills include















Team training
Setting up arrangements with a mentor, tutor or coach
Addressing cross cultural issues impacting on LLN
Referring employees/learners to specialist English literacy programs
Demonstrating LLN practices to be learned in a workplace context
Using plain English appropriate for the learner
Using audio recording of texts
Using video and/or audio material to support the training
Providing simplified explanations of underpinning principles and concepts
Providing explanations and examples of text types
Ensuring that decision-making responsibilities are shared with learners
Encouraging use of learners' personal word lists and dictionaries
Mentoring in a learning situation
Acknowledging and building on strengths of learners
Providing opportunities to discuss, attach importance to, and build on
different culturally-based behaviours and values
References:
Department of Education, Employment and Workplace Relations. 2008. Australian
Core Skills Framework. Commonwealth Government of Australia
Department of Employment, Education, Training and Youth Affairs. 2000. Built in not
bolted on. Commonwealth Government of Australia
Australian National Training Authority .2002 frequently asked questions about
language, literacy and numeracy issues in the Australian Quality Training Framework
Commonwealth Government of Australia
Precision Consulting (http://www.precisionconsultancy.com.au/acs_framework)
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Resources
Built in not bolted on is an information kit for LLN practitioners, training managers
and industry trainers about LLN issues in the delivery of Training Packages.
Course in Applied Vocational Study Skills (CAVSS) is a framework for teaching
literacy and numeracy skills in direct application to VET training activities.
http://www.vetinfonet.det.wa.edu.au/adultliteracy/CAVSS.aspx
“Thinkin Wrong Way Thinkin Right Way” is a resource developed to assist teachers
and trainers conduct effective, culturally appropriate adult LLN assessments of
Aboriginal and Torres Strait Islander community people whose first language is not
Standard Australian English.
http://www.thelearningworkshop.com.au/?page_id=295
Precision Consulting (http://www.precisionconsultancy.com.au/acs_framework) has
developed a range of validated LLN assessment activities and tools that can be
accessed free of charge
For note taking
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Appendix A: BSBOHS201A Participate in OHS processes
Modification History
Not applicable
Unit descriptor
This unit describes the performance outcomes, skills and knowledge required to
participate in workplace occupational health and safety (OHS) processes to protect
workers own health and safety, and that of others. No licensing, legislative, regulatory or
certification requirements apply to this unit at the time of endorsement.
Application of the unit
This unit applies to individuals who require a fundamental knowledge of OHS to carry
out their own work which may be in a defined context under direct supervision or with
some individual responsibility. This unit has broad applicability across industries and
workplace contexts.
Licensing/Regulatory Information Not applicable
Pre-Requisites
None
Employability Skills Information This unit contains employability skills
Elements and Performance Criteria Pre-Content
Elements describe the
Performance criteria describe the performance needed to
essential outcomes of a demonstrate achievement of the element. Where bold italicised
unit of competency.
text is used, further information is detailed in the required skills and
knowledge section and the range statement. Assessment of
performance is to be consistent with the evidence guide.
ELEMENT
1. Work safely
2. Implement
workplace safety
requirements
3. Participate in OHS
consultative
processes
4. Follow safety
procedures
PERFORMANCE CRITERIA
1.1.Follow established safety procedures when conducting work
1.2.Carry out pre-start systems and equipment checks in accordance
with workplace procedures
2.1.Identify designated persons for reporting queries and concerns
about safety in the workplace
2.2.Identify existing and potential hazards in the workplace, report
them to designated persons and record them in accordance with
workplace procedures
2.3.Identify and implement workplace procedures and work
instructions for controlling risks
2.4.Report emergency incidents and injuries to designated persons
3.1.Contribute to workplace meetings, inspections or other
consultative activities
3.2.Raise OHS issues with designated persons in accordance with
organisational procedures
3.3.Take actions to eliminate workplace hazards or to reduce risks
4.1.Identify and report emergency incidents
4.2.Follow organisational procedures for responding to emergency
incidents
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Required Skills and Knowledge
This section describes the skills and knowledge required for this unit.
Required skills
literacy skills to interpret safety signs, symbols and notices

problem-solving skills to analyse options in an emergency situation.
Required knowledge




responsibilities of employers and employees under relevant health and safety legislation
emergency procedures including procedures for fires and accidents
commonly used hazard signs and safety symbols.
Evidence Guide
The Evidence Guide provides advice on assessment and must be read in conjunction with
the performance criteria, required skills and knowledge, range statement and the
Assessment Guidelines for the Training Package.
Overview of assessment

Critical aspects for assessment and
evidence required to demonstrate
competency in this unit







Context of and specific resources
for assessment

Method of assessment







Guidance information for
assessment


© MRWED Training and Assessment
Evidence of the following is essential:
accurately following all relevant safety procedures
identifying and reporting hazards to designated
personnel
knowledge of relevant health and safety
legislation
knowledge of relevant materials, equipment and
work processes.
Assessment must ensure:
safety processes, hazards and risk are relevant to
the area of work
A range of assessment methods should be used to
assess practical skills and knowledge. The
following examples are appropriate for this unit:
analysis of responses to case studies and scenarios
demonstration of techniques
direct questioning combined with review of
portfolios of evidence and third party workplace
reports of on-the-job performance by the
candidate
review of documentation identifying and
reporting emergency incidents
Holistic assessment with other units relevant to
the industry sector, workplace and job role is
recommended, for example:
other units related to the work environment
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Range Statement
The range statement relates to the unit of competency as a whole. It allows for different work
environments and situations that may affect performance. Bold italicised wording, if used in the
performance criteria, is detailed below. Essential operating conditions that may be present with
training and assessment (depending on the work situation, needs of the candidate, accessibility
of the item, and local industry and regional contexts) may also be included.
Safety procedures may include:






completing required documentation
local, state and federal legislation
Materials Safety Data Sheets (MSDSs)
National Health and Medical Research Council
guidelines
following OH&S guidelines relevant to workplace
maintenance and use of cleaning apparatus in a work
environment, such as;







disposing of spilled substances, dangerous products,
'sharps' and waste correctly
 maintaining stocks of cleaning equipment (eg.
disposable gloves, liquid repellent aprons,
disinfectant)
 sterilising and/or disposing of cleaning equipment
 using appropriate cleaning equipment to clean
spillages and breakages
 wearing protective clothing, protective eye wear
when in contact with body fluids or chemicals that
may splash
using and storing toxic and hazardous materials
correctly
keeping workplace clean and tidy
office practice manual
displaying health and safety brochures, magazines and
other material
undergoing operator training when using new
equipment or processes
special guidelines in a medical setting:



Designated persons may include:






© MRWED Training and Assessment
RACGP Code of Practice for the Management of
Health Information in General Practice
RACGP Entry Standards for General Practices
RACGP Sterilisation/Disinfection guidelines for
General Practice
designated health and safety officers
health and safety representatives
supervisors
managers
team leaders
other persons authorised or nominated by the
enterprise or industry
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Hazards may include anything
which is a source of:
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Risk is:
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Emergency incidents may include:
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Competency field
Co-requisite units
Green Week
potential harm in terms of human injury or ill health
damage to property
damage to the environment
potential harm in terms of human injury or ill health
including:
 toxic or hazardous materials
 hazardous work processes
 unsafe work practices
 hazardous equipment
 unstable personnel
potential harm in a medical setting:
 blood
 breakage / spillage
 drug hold-ups
 needle sticks
 medical emergencies (eg. Falls, bleeding, seizures,
fainting, collapses, panic attack, psychosis)
 spread of infection
potential sources of infection:
 breakages
 contaminated waste
 patients with colds, flu and other infectious diseases
 sharps (eg. needles, scalpel blades)
 spillage
 used dressings, bandages and equipment
 unsterilised/poorly sterilised equipment and work
surfaces
 unwashed hands
the chance of something occurring that will result in
injury or damage
accidents
emergency situations
fire
flood
sudden illness
incidents
external threats
Regulation, Licensing and Risk - Occupational Health and Safety
None
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Contents
TAEDES501B – Design and develop learning strategies
Page
Determine the parameters of the learning strategy
78
Develop the framework for the learning strategy
87
Devise the content and structure of the learning strategy
89
Review the learning strategy
97
Appendix A: Client Consultation Template
99
Appendix B : Learning Strategy Template
100
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TAEDES501B
Design and develop learning strategies
Unit Descriptor
This unit describes the performance outcomes, skills and
knowledge required to design, develop and review learning
strategies.
Element
Performance Criteria
Elements describe the essential
outcomes of a unit of competency.
Performance criteria describe the performance needed to
demonstrate achievement of the element. Where bold
italicised text is used, further information is detailed in the
required skills and knowledge section and the range
statement. Assessment of performance is to be consistent
with the evidence guide.
1. Determine the parameters of
the learning strategy
1.1
Clarify the purpose of the learning strategy, likely
target groups and their learning needs
1.2
Research qualification or other benchmark options
for meeting the likely target group needs and select
an appropriate option
1.3
Consult with relevant people to confirm the
parameters of the learning strategy
2.1
Develop a learning strategy design that reflects the
requirements of the selected qualification or other
benchmark
2.2
Analyse industry or organisation documentation to
determine additional and supporting requirements
2.3
Research and analyse options for design, based on
likely target groups, their learning needs and
contexts for delivery
2.4
Use appropriate learning theories and instructional
design principles to support the learning strategy
design
2.5
Identify and document broad content headings
2.6
Consult to modify and confirm the framework
Develop the review process for the learning strategy
2. Develop the framework for
the learning strategy
2.7
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3. Devise the content and
structure of the learning
strategy
3.1
4. Review the learning strategy
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Elaborate on and document each content heading to
form an overview of content to be addressed
3.2
Sequence the content to support learning and
determine overall timelines within operating
constraints
3.3
Express learning strategy outcomes to reflect both
generic and specific learning outcomes to be
achieved
3.4
Identify and document appropriate delivery and
assessment strategies, taking account of the learning
parameters, design framework and learning context
3.5
Identify and document operational requirements
4.1
Review the learning strategy in collaboration with
relevant people against specified criteria prior to and
post implementation
4.2
Document a post-implementation review process
that includes measures for identifying the
effectiveness and quality of the learning strategy
4.3
Make recommendations and changes based on
outcomes of the review processes, where
appropriate, and document these
4.4
Make modifications and document as part of a
continuous improvement strategy
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Element 1:
Determine the parameters of the learning strategy
What is a learning strategy?
A learning strategy is a documented framework to guide and structure the learning
requirements and the delivery and assessment arrangements of a Vocational
Education and Training (VET) qualification.
This may take the form of:

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
A nationally recognised qualification from a Training Package
A course with state-based accreditation
A traineeship/apprenticeship qualification.
According to Standard 1.2 of the AQTF Standards and SNR 4.2 and 4.3 of the
Standards for NVR Registered Training Organisations learning strategies should meet
the requirements of the relevant Training Package or accredited course and be
developed in consultation with industry stakeholders. In addition to this, they should
be developed with the needs of the identified target group in mind. In this way, the
developer’s job is to translate the competency requirements from the qualification
into an organised, meaningful, quality learning process.
As it is a documented framework, the learning strategy should list the following:
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The client needs
The target group – needs and characteristics
The most suitable qualification to meet the learning needs
The specific learning outcomes to be achieved
The proposed trainers and assessors
An outline of the learning structure and the broad sequence of learning
Delivery and assessment methods to be used
Resources required
Methods of validation
Any recognition or entry requirements.
Whilst learning strategies will differ in formation and detail based on the needs of
the target group and constraints of the organisation, one thing will be constant – a
systematic documented approach to guiding the provision of training and
assessment.
The learning strategy is an umbrella document that provides a big picture plan, with
more specific learning, delivery and assessment details housed in learning programs.
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What is the purpose of the learning strategy?
It is important the there is a clear understanding of the purpose of developing a
learning strategy. The purpose could be:
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To implement a Training Package qualification
To meet an individual client, industry or community need
To provide learning pathways or career development
To provide an apprenticeship/traineeship qualification
For development of English language, literacy and numeracy skills
To meet regulatory requirements.
How can the learning strategy parameters be determined?
In order to determine the parameters of the learning strategy, a number of factors
need to be considered. The first step in designing a learning strategy is to determine
or confirm what the client wants. This means clarifying the purposes of the training
and assessment and having a clear idea of the learning needs and characteristics of
the target group. It also involves knowing what the training organisation can offer
and what an enterprise can provide in terms of training resources. Consultation with
all those who have a stake in the training result is paramount.
Who are the likely target groups for learning?
Target groups may include:
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Internal and external learners
A business or enterprise
A department or division of an enterprise
Managers or supervisors from an enterprise
An Industry sector
A professional association
A community group
A government organisation
An educational institution.
How can the characteristics of the likely target groups be identified?
An important part of meeting the client’s needs is developing an understanding of
the actual learners participating in the training and assessment. Analysing the
characteristics of the learners assists in ensuring that the learning strategy suits such
issues as their ability level and their learning preferences.
Adult learners generally like to have an active role in their personal development, so
involving them in the analysis stage of design will ensure that they feel part of the
learning strategy solution. Further to this, they will probably be more willing to be
involved in the program and to support it.
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There are many different ways to find out about the target group of learners. It may
be through information received by employers, company files or discussions with
supervisors or through the individuals themselves. Observation of learners in the
workplace is another method of gathering data. At times, a more accurate picture
can be built about the learners and their needs, by speaking to them directly, rather
than with a manager who is removed from their daily operations.
The table below outlines some factors that should be considered about learners
prior to commencing training and assessment.
Characteristics of Learners:
What does this mean to the plan?
Language, Literacy and
Numeracy
This influences the type of delivery, assessment and support
resources which can be used. In preparation for candidates
with different language, literacy and numeracy levels it is
important to ensure that numerous resources are available
for their differing requirements.
Cultural and language
background
Being aware of different cultures and language abilities is
important as it affects choices in learning materials and
instructions provided to candidates.
Education and general
knowledge
Getting an idea of general education levels is helpful, so that
the training can be pitched at an appropriate level.
Gender
There are gender implications during the training, if there
are activities that involve demonstration, role play and
hands-on team-building. These will need to be carefully
selected to reduce unnecessary barriers.
Age
Age can be an affect depending on what is being delivered,
how and at what pace. It will also be important to use ageappropriate reference points to engage students and
reinforce key points.
Physical ability
An awareness of any learner who is less able than others to
perform physical tasks before the commencement of
training should assist in the selection of appropriate
activities and resources.
Previous experience with the
topic
Different levels of experience can be useful, but it is
important to ascertain this experience early to utilise the
candidates effectively and to combat potential conflicts.
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What qualification options are there for meeting the likely target group needs?
Depending on the purpose, it may be necessary to research and decide on what
qualification option is best for your clients. This may already have been decided, but
it is crucial to confirm that this is indeed the most appropriate qualification to be
undertaking. Knowledge of the specific industry area, the VET system and the use of
Training Packages is also critical.
It is necessary to map the client’s learning and training needs to an existing Training
Package qualification or range of endorsed competency standards.
In order to select the appropriate qualification, the training organisation needs to
consider:
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The learning needs identified in consultation with the client
Additional requirements of the industry, such as licensing requirements
Requirements of a funding body where the qualification has been contracted
The context of the learning, for example, ‘on-the-job’ or ‘off-the-job’
The package rules for the qualification
The assessment guidelines for the qualification
Units of competency which are most appropriate given all of the above.
Australian Qualifications by Sector of Accreditation
Vocational Education
and Training
SectorAccreditation
Schools Sector
Accreditation
•Vocational Grad Diploma
•Vocational Grad Cert
•Senior Secondary
Certificate of Education
•Advanced Diploma
•Diploma
•Certificate IV
•Certificate III
•Certificate II
•Certificate I
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Higher Education
Sector Accreditation
•Doctoral Degree
•Masters Degree
•Graduate Diploma
•Graduate Certificate
•Bachelor Degree
•Associate Degree
•Diploma
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The AQF Qualification level specifications in VET
AQF Level 1 Criteria
Certificate I
Summary
Graduates at this level will have knowledge and skills for initial work,
community involvement and/or further learning
Knowledge
Graduates at this level will have foundational knowledge for everyday
life, further learning and preparation for initial work
Skills
Graduates at this level will have foundational cognitive, technical and
communication skills to:
Application of
Knowledge and
skills

undertake defined routine activities

identify and report simple issues and problems
Graduates at this level will apply knowledge and skills to demonstrate
autonomy in highly structured and stable contexts and within narrow
parameters
AQF Level 2 Criteria
Certificate II
Summary
Graduates at this level will have knowledge and skills for work in a
defined context and/or further learning
Knowledge
Graduates at this level will have basic factual, technical and procedural
knowledge of a defined area of work and learning
Skills
Graduates at this level will have basic cognitive, technical and
communication skills to apply appropriate methods, tools, materials and
readily available information to:
Application of
Knowledge and
skills

undertake defined activities

provide solutions to a limited range of predictable problems
Graduates at this level will apply knowledge and skills to demonstrate
autonomy and limited judgement in structured and stable contexts and
within narrow parameters
AQF Level 3 Criteria
Certificate III
Summary
Graduates at this level will have theoretical and practical knowledge and
skills for work and/or further learning
Knowledge
Graduates at this level will have factual, technical, procedural and some
theoretical knowledge of a specific area of work and learning
Skills
Graduates at this level will have a range of cognitive, technical and
communication skills to select and apply a specialised range of methods,
tools, information and materials to:

Complete routine activities

Provide and transmit solutions to predictable and sometimes
unpredictable solutions
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Application of
Knowledge and
skills
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Graduates at this level will apply knowledge and skills to demonstrate
autonomy and judgement and to take limited responsibility in known and
stable contexts within established parameters
AQF Level 4 Criteria
Certificate IV
Summary
Graduates at this level will have theoretical and practical knowledge and
skills for specialised/skilled work and/or further learning
Knowledge
Graduates at this level will have broad factual, technical and some
theoretical knowledge of a specific area or a broad field of work and
learning
Skills
Graduates at this level will have a broad range of cognitive, technical and
communication skills to select and apply a range of methods, tools,
materials and information to:
Application of
Knowledge and
skills

complete routine and non-routine activities

provide and transmit solutions to a variety of predictable and
sometimes unpredictable problems
Graduates at this level will apply knowledge and skills to demonstrate
autonomy, judgement and limited responsibility in known or changing
contexts and within established parameters
AQF Level 5 Criteria
Diploma
Summary
Graduates at this level will have specialised knowledge and skills for
skilled/paraprofessional work and/or further learning
Knowledge
Graduates at this level will have technical and theoretical knowledge in a
specific area or a broad field of work and learning
Skills
Graduates at this level will have a broad range of cognitive, technical and
communication skills to select and apply methods and technologies to:
Application of
Knowledge and
skills

analyse information to complete a range of activities

provide and transmit solutions to sometimes complex problems

transmit information and skills to others
Graduates at this level will apply knowledge and skills to demonstrate
autonomy, judgement and defined responsibility in known or changing
contexts and within broad but established parameters
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AQF Level 6 Criteria
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Advanced Diploma/ Associate Degree
Summary
Graduates at this level will have broad knowledge and skills for
paraprofessional/highly skilled work and/or further learning
Knowledge
Graduates at this level will have broad theoretical and technical
knowledge of a specific area or a broad field of work and learning
Skills
Graduates at this level will have a broad range of cognitive, technical and
communication skills to select and apply methods and technologies to:
Application of
Knowledge and
skills

analyse information to complete a range of activities

interpret and transmit solutions to unpredictable and sometimes
complex problems

transmit information and skills to others
Graduates at this level will apply knowledge and skills to demonstrate
autonomy, judgement and defined responsibility:

in contexts that are subject to change

within broad parameters to provide specialist advice and functions
AQF Level 7 Criteria
Bachelor Degree
Summary
Graduates at this level will have broad and coherent knowledge and skills
for professional work and/or further learning
Knowledge
Graduates at this level will have broad and coherent theoretical and
technical knowledge with depth in one or more disciplines or areas of
practice
Skills
Graduates at this level will have well-developed cognitive, technical and
communication skills to select and apply methods and technologies to:
Application of
Knowledge and
skills

analyse and evaluate information to complete a range of activities

analyse, generate and transmit solutions to unpredictable and
sometimes complex problems

transmit knowledge, skills and ideas to others
Graduates at this level will apply knowledge and skills to demonstrate
autonomy, well-developed judgement and responsibility:

in contexts that require self-directed work and learning

within broad parameters to provide specialist advice and functions
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AQF Level 8 Criteria
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Graduate Certificate and Vocational Graduate Certificate
Graduate Diploma and Vocational Graduate Diploma
Summary
Graduates at this level will have advanced knowledge and skills for
professional of highly skilled work and/or further learning
Knowledge
Graduates at this level will have advanced theoretical and technical
knowledge in one or more disciplines or areas of practice
Skills
Graduates at this level will have advanced cognitive, technical and
communication skills to select and apply methods and technologies to:
Application of
Knowledge and
skills

analyse critically, evaluate and transform information to complete a
range of activities

analyse, generate and transmit solutions to complex problems

transmit knowledge, skills and ideas to others
Graduates at this level will apply knowledge and skills to demonstrate
autonomy, well-developed judgement, adaptability and responsibility as
a practitioner or learner
AQF Level 9 Criteria
Masters Degree
Summary
Graduates at this level will have specialised knowledge and skills for
research and/or professional practice and /or further learning.
Knowledge
Graduates at this level will have advanced and integrated understanding
in a complex body of knowledge in one or more disciplines or area of
practice
Skills
Graduates at this level will have expert, specialised cognitive and
technical skills in a body of knowledge or practice to independently
Application of
Knowledge and
skills

Analyse critically, reflect on and synthesise complex information,
problems, concepts and theories to body of knowledge or practice

Research and apply established theories

Interpret and transmit knowledge, skills and ideas to specialist and
non specialist audiences
Graduates at this level will apply knowledge and skills to demonstrate
autonomy, expert judgement, adaptability and responsibility as a
practitioner or learner
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AQF Level 10 Criteria
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Doctoral Degree
Summary
Graduates at this level will have systematic and critical understanding of
a complex field of learning of specialised research skills for the
advancement of learning and/or for professional practice
Knowledge
Graduates at this level will have systematic and critical understanding of
a substantive and complex body of knowledge at the frontier of a
discipline or area of professional practice
Skills
Graduates at this level will have expert, specialised cognitive and
technical skills in a body of knowledge or practice to independently and
systematically
Application of
Knowledge and
skills

Engage in critical reflection, synthesis and evaluation

Develop, adapt and implement research methodologies to extend
and redefine existing knowledge or professional practice

Disseminate and promote new insights to peers and the community

Generate original knowledge and understanding to make a
substantial contribution to a discipline or area of professional
practice
Graduates at this level will apply knowledge and skills to demonstrate
autonomy, authoritative judgement, adaptability and responsibility as
an expert or leading practitioner or scholar
What should be considered when consulting over the learning strategy?
Some questions that need to be considered are:

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Why is the learning strategy being developed?
What learning is required and for whom?
What competencies do the learners need to demonstrate?
What skills, knowledge and/or attributes are required to achieve these
competencies?
Why are these skills and knowledge required?
How can they be acquired?
Will the qualification be offered through a ‘work-based’ or ‘institutional’
pathway?
What are the characteristics of the target group?
What opportunities will they have to apply and practice skills and
knowledge?
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Element 2:
Develop the framework for the learning strategy
How can the framework for the learning strategy be developed?
Once the purpose of the learning strategy has been clarified and a profile of the
learner group developed, the framework of the particular qualification option can be
developed.
The qualification design may support the implementation of a qualification from a
Training Package where the combination of units or requirements has been
predetermined. The strategy could also involve the designing of a new qualification
based on meeting a specific client need. This may involve the research of relevant
benchmark standards from multiple sources or developing new units where there is
an absence of a relevant Training Package or Accredited course.
How can the design approach be documented?
There are many ways to document the design approach for the framework. A simple
flowchart method might be a useful starting point. See example below:
Training Organisation
Workplace mentoring, supervision, course resources
Skills: Workplace skills,
Vocational Knowledge:
serving customers, money
handling
Health and Hygiene,
Responsible service of alcohol
Interview for
development of
individual training
plan and recognition
processes. Training
gaps identified.
Certificate III in Hospitality

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Workplace Experience
Workplace Coaching
1:1 with trainer
Required knowledge taught in
theory lessons
Research Projects
Participation in simulations
Evidence gathering strategies




RPL/RCC
Supervisor reports
Assessor reports
Formative assessment of
required knowledge in
workshops and application
assessed in the workplace
Learner Individual
Learning Strategies
Validation evidence
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Here are all the planning steps taken in the example:
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Analysis of workplace requirements, including skills and knowledge
Analysis of the Training Package packaging requirements
Interview for development of individual learner training plan
Opportunity provided to recognise prior learning
Development of learner individual training plan
Identification of training gaps against the Training Package units
Development of learning strategy
Agreement of evidence-gathering strategies
Validation of all the steps.
What consultations need to be carried out to confirm the framework?
Once all areas have been documented and the framework of the learning strategy
has been finalised, it is advisable to consult with your client and/or appropriate
stakeholders to ensure that your framework is on the right track and is being
supported towards its implementation.
It is important at this stage to plan how the learning strategy qualification design will
be reviewed. Consider the following:





What will be reviewed?
How will it be done and when?
Who will be involved in the review process?
What criteria will be used to measure the appropriateness of the learning
strategy solution?
What tools need to be developed and used?
Appendix A (Pg 99) has an example of a Client Consultation Template which may
help in determining the organisation requirements.
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Element 3:
Devise the content and structure of the learning strategy
Once the qualification requirements and design options have been agreed to by all
parties, the content and structure of the learning strategy needs to be devised. This
will depend on the needs of the target group and will be influenced by operational
requirements.
As the topic areas are developed and content sequenced in the learning strategy, the
operating constraints of the program need to be considered. It is at this stage of the
strategy that the operational resources required to deliver the strategy are planned.
What are some of the operational requirements?
Infrastructure
Staffing
Support
Materials

Where is the training and/or assessment taking place?

Is the venue suitable for the learner group?

If the training is in a workplace, have the appropriate checks of the
facilities been made?

Is all the required equipment available and in good working order?

Are WHS requirements met?

What are the costs associated with the venue and equipment hire
for the strategy?

How many staffing hours are required to meet the timeframe of the
course?

Are staff appropriately qualified according to AQTF/Standards for
NVR Registered Training Organisations requirements?

Are staff clear about their roles and responsibilities?

Are technical, administrative or specialist support staff required?

What staffing costs are associated with the implementation of the
learning strategy?

Are adequate resources and reference materials available?

If modifications or development of new materials is necessary, what
development costs need to be budgeted for?

Do all staff have access to the relevant Training Package or
Accredited course materials?

Are the licensing arrangements that need to be satisfied when using
or reproducing materials?

What costs are associated with purchasing support materials for the
strategy?
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Delivery strategies and assessment arrangements must be considered in light of the
operational requirements and operating costs. The strategy could be planned
thoroughly, be generously staffed and well-resourced. However, unless it can be
delivered within operating constraints, it is unlikely to happen!
A learning strategy designer must therefore be able to effectively balance the
educational needs of the target group with the organisation’s business
requirements. Moreover, working within budgets and timelines is an important
business skill all industry educators should have.
Operating constraints include:



Budget
Timelines
Availability of support materials



Nominal hours of qualification duration
Human and physical resources available
WHS requirements.
It should be noted that when the training is government funded, state training
authorities decide on the nominal hours of qualifications and individual units and
these form part of purchasing agreements. It is useful to know the suggested
nominal duration of a qualification, as it is around this that many courses will be
structured. When funding is tied to delivery of nominal hours, there are clear links
between nominal hours, budgets and staffing.
How should delivery and assessment strategies be identified and documented?
Firstly, the specific learning outcomes should be reviewed. That is, what will the
participants who undertake the qualification need to be able to do by the
completion of the qualification? What skills, knowledge and attributes would need to
be developed? These outcomes will guide the selection of appropriate delivery and
assessment strategies.
Delivery strategies can include:

The focus of delivery
- On groups of varying sizes
- On groups from a single context or multiple contexts
- On groups of varying educational and competency levels
- On individual learning styles

The context of delivery
- in the workplace
- in simulated work environments
- in the training room
- in specialist environments (e.g. laboratory or computer room)
- through the internet
- at home
- in a community setting
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
The models of delivery
- face-to-face (in groups or through individual facilitation)
- technology based (e.g. electronic (e-learning), mobile learning (m-learning),
podcasts, online)
- experiential
- distance (resource-based)
- blended

The methods of delivery
- demonstration
- direct-instruction
- guided-practice
- presentations
- simulations
- learning activity based
- work-book based
- mentoring, coaching, tutoring
- project-based
- blended
Assessment methods can include:
Assessment Method
Description
1. Observation of
Actual Performance
Observing the candidate
performing work requirements
or a specific task

Observing a product made

Observing a workplace
procedure
2. Questioning
Use a range of different
question types. Candidates may
be required to attend exam
room or complete a take home
test.

Short answer

Essays

Multiple choice

Sentence completion
Assesses the candidate’s ability
to listen, interpret and
communicate ideas about
information

Series of open or closed
questions
A situation is created which
imitates workplace
arrangements

Flight simulator

Role-play /case study
interaction with customer
The candidate presents a
variety of evidence which
addresses performance criteria

Providing qualifications, job
descriptions, third party
reports and work samples.
3. Simulation
4. Portfolio /
Production of Item
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Examples
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What is the structure of a learning strategy?
Below is an example of the structure of a learning strategy:
Name of RTO:
Delivery Period
Code and title of
qualification
Units of
Competency
Generic RTO Operations Pty Ltd
01/01/2012-31/12/2014
CHC30708 – Certificate III in Children’s Services
Code
Title
Page 1 of 5
Core/
Elective
CHCCHILD401A
Client(s)
Identify and respond to children and young
Core
people at risk
CHCCN301B
Ensure the health and safety of children
Core
CHCCN302A
Provide care for children
Core
CHCCN303A
Contribute to provision of nutritionally
Core
balanced food in a safe and hygienic manner
CHCCS400B
Work within a relevant legal and ethical
Core
framework
CHCFC301A
Support the development of children
Core
CHCIC301E
Interact effectively with children
Core
CHCPR301B
Provide experiences to support children's play
Core
and learning
CHCPR303D
Develop understanding of children's interests
Core
and developmental needs
HLTFA301C
Apply first aid
Core
HLTOHS300B
Contribute to OHS processes
Core
CHCCS310A
Support inclusive practice in the workplace
Elective
CHCCN305B
Care for babies
Elective
CHCRF301E
Work effectively with families in caring for the
Elective
child
CHCCHILD301A Support behaviour of children and young
Elective
people
All learners are trainees employed in local child care centres. The learner group is
divided between those who have worked at the centres for a long time and are
seeking a qualification and those new to the industry, who need to develop
knowledge and skills.
The client profile includes people whose first language or education background is
not in English, and people who are recent school leavers. Two learners have
indicated that they may have difficulty with writing requirements.
The timing of the delivery is a factor, as the majority of the learners are working
full-time and have children of their own. Therefore, delivery will have to be
timetabled around those responsibilities.
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Name of RTO:
Delivery and
assessment
arrangements
Book of Readings
Generic RTO Operations Pty Ltd
Duration
Green Week
Page 2 of 5
The program will be delivered over a period of 20 weeks
Organisation
The 15 units in this qualification have been organised into program areas or clusters
based around workplace tasks for a mixture of on-the-job and off-the-job delivery
and assessment.
The program is organised to provide learners with the required knowledge and skills
through theory and study skills sessions off the job, online support and structured
workplace learning.
For example, theories around child development which underpin workplace
applications are taught and formally assessed off the job, How learners apply this
knowledge when undertaking tasks in the workplace is assessed in the workplace
context.
Alignment with units of competency
Topics
Program Area
Unit(s)
Workplace Practices
Work within a relevant legal and ethical framework
Apply first aid
Contribute to OHS processes
Support inclusive practice in the workplace
CHCCS400B
HLTFA301C
HLTOHS300B
CHCCS310A
Child Safety:
Identify and respond to children and young people at risk
Ensure the health and safety of children
Support behaviour of children and young people
Work effectively with families in caring for the child
CHCCHILD401A
CHCCN301B
CHCCHILD301A
CHCRF301E
Child Development
Support the development of children
Develop understanding of children's interests and
developmental needs
CHCFC301A
CHCPR303D
Child-Centred Activities
Interact effectively with children
Provide experiences to support children's play and learning
CHCIC301E
CHCPR301B
Health and Nutrition
Provide care for children
Contribute to provision of nutritionally balanced food in a safe
and hygienic manner
Care for babies
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CHCCN302A
CHCCN303A
CHCCN305B
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Name of RTO:
Delivery and
assessment
arrangements
(continued…)
Book of Readings
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Generic RTO Operations Pty Ltd
Delivery Modes





Page 3 of 5
Workplace-based delivery: coaching 1:1 with learner
Theory sessions: underpinning knowledge
Study skills sessions: using a computer, note-taking, report writing, reading
complex material
Online support: resources, email, research
Projects on knowledge areas
Evidence-gathering techniques
Program Area
Workplace Practices
Child Safety
Child Development
Child Centred Activities
Health and Nutrition
X
X
X
X
KEY:
A = Demonstration
B = Questioning
C = Interview
D = Scenario/Problem solving
Schedule
Week
On the job
1
Induction
2
3
4
5
6
Training support visit
Assessment visit
7
8
9
10
Assessment visit
Training support visit
BREAK
Training support visit
© MRWED Training and Assessment
A
B
X
X
X
X
X
C
X
X
X
D
X
X
X
X
X
E
X
X
X
X
X
F
G
X
X
X
X
X
X
X
X
X
X
H
E = Role-play
F = Case study/fault finding
G = Written Test
H = Review of Product
Program Structure
Off the job
Study groups
(Tuesday 4-6pm)
Workshops
(Saturday 10-12am)
Study group/project
Study skills workshop
Study group/project
Independent study
Workshop: Theory and
Practice
Online
support
Resources
Discussion
Email chat
Study group/project
BREAK
Workshop: Theory and
Practice
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Name of RTO:
Delivery and
assessment
arrangements
(continued…)
Generic RTO Operations Pty Ltd
Week
On the job
11
Assessment visit
12
13
14
Training support visit
15
16
Assessment visit
17
18
19
20
Delivery and
assessment staff
Book of Readings
Off the job
Workshop: theory and
practice
Study group/project
Study skills workshop
Workshop: theory and
practice
Study group/project
Workshop: theory and
practice
Study skills workshop
Study group/project
Page 4 of 5
Online
support
Resources
Discussion
Email chat
Training support visit
Assessment visit
All evidence collected. Learners provide feedback
Program Area
Workplace
Practices
Child Safety
Child
Development
Child Centred
Activities
Health and
Nutrition
Assessment
validation
process
Green Week
Staff
Ross K.
Mary M.
Clare W.
Workplace
Staff
Tina T
Workplace
Staff
Wendy P.
Tina T.
Wendy P
Tina T.
Workplace
Staff
Delivery/
Assessment
Competencies of Staff
Technical
Assessment
D and A
D and A
D and A
D







D and A
D



D and A
D and A
D and A
A
D









The processes used to validate assessment activity in this program are:


Generic Training Operations Pty Ltd meets with enterprise
representatives bi-annually to review delivery and assessment
arrangements.
Tina T to be Lead Assessor and support assessment practice and
validation with “Assessor Induction” which outlines strategy and
relationships of assessment to evidence guides in the Training
Package.
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Name of RTO
Assessment
validation
process
(continued…)
Infrastructure
requirements
Book of Readings
Green Week
Generic RTO Operations Pty Ltd
Page 5 of 5
 Use universal assessment tools across all site deliveries to ensure
consistency of evidence gathering.
 Use of marking guides to facilitate the consistency of assessment
decisions.
 In the event of modified assessment to meet client requirements or
to enable allowable adjustments, “new” assessment to be rigorously
compared to Training Package requirements.
 Regular moderation meetings (at least two per program) between
assessors to ensure the consistency of approach and decisions and
to determine system improvements.
 Lead Assessor to take “samplings” of other assessors’ work and the
quality of student submissions.
 Periodic review of all assessment tools to ensure their fitness for
purpose.

All staff involved in training have direct access to current Training
Package
 All staff involved in training have direct access to current support
materials
 All staff involved with evidence gathering and/or assessment have
direct access to copies of the assessment tools and relevant marking
guides
 All staff have access to resources to meet the requirements of
students with special needs
 Generic Training Operations Pty Ltd has reviewed the equipment
and facility requirements for each unit of competency in this
qualification and guarantees that it has access to plant and
equipment needed to implement the program, either through
resources at its own site, or through the sites of the enterprise
partners.
Pathways
RPL will be offered to the learner group staff before commencement. A
workshop will be held to help them to fill out a self-assessment form and
give them suggestions for evidence to be collected. This will be followed by
individual interviews. All learners who undertake the Certificate III in
Children’s Services are provided with advice on employment and training
options. As the program includes core units from the Community Services
Training Package which are common to all sectors, learners will be able to
move into other Community Services sectors if they wish.
Program Manager’s Endorsement:
Tina Thompson
21/09/11
Date:
A blank copy of this template is available in Appendix B. (Pg 100)
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Element 4:
Review the learning strategy
How can the learning strategy be reviewed?
At the commencement of your learning strategy there should be an identified review
process. Considerations should be made about the review both prior to and postimplementation. This may include consultation with a number of the key
stakeholders throughout the design stage of your project and after implementation.
Different stakeholders will use different indicators or measures to determine the
effectiveness of a learning strategy. For some, success may be measured by
attendance figures, ongoing enrolments and completion rates; while others will use
improved productively, reduced workplace problems or increased customer
satisfaction as measures of success. Additionally, some will use feedback from the
attendees for their central determination.
How can recommendations or changes be documented?
It is recommended to go back to the client, confirm their needs and take on board
their feedback. Following this, the strategy should be redeveloped accordingly. This
will involve reviewing your learning strategy against the Training Package’s
requirements and guidelines.
Why Review?
Constant review encourages consideration of improvements that can make the
application of the qualification more effective and efficient and to provide your
clients with the most up-to-date knowledge and skills.
A review of the process will allow consideration of:




Whether the process is easy to follow
Whether the outcomes meet the initial purpose
Any difficulties that have arisen
The developer’s knowledge of how to use a relevant standard
The outcomes of the review will enable improvements to be made to the learning
strategy, the trainer/assessor’s knowledge base, the skills in application and the
overall service to the client.
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What criteria should be used when reviewing?
It may be difficult to agree on what will be measures and how to determine the
effectiveness of the learning strategy. It is therefore important to discuss the criteria
to be used with the key stakeholders near the start of the project. That is, whilst
developing the framework for the learning strategy, the review process should be
also agreed upon.
Relevant review criteria can be influenced by:




Training Package requirements
Accreditation requirements
Curriculum design
WHS implications
The training organisation must also decide on the measures it will use to identify the
effectiveness and quality of the learning strategy.
Measures may include:






Feedback from clients, industry bodies and/or learners
Enrolment numbers
Successful completion rates or achievement of skill sets
Successful acquisition of and/or retention of employment by candidates
Return business
Development of language, literacy and numeracy skills as measures by the
National Reporting System for those programs where this is an outcome
required by funding bodies.
References:
This Australian Qualifications Framework provides the complete set of AQF
policies and objectives and information about the governing and monitoring
arrangements for the AQF. http://www.aqf.edu.au/
Department of Employment Education, Employment and Workplace Relations 2010
AQTF. Building Training Excellence Essential standards for Continuing Registration
Commonwealth of Australia
National Vocational Education and Training Regulator Act 2011(Commonwealth)
Resources:
The Industry Skills Council website provides extensive links and support material for
implementing training packages. http://www.isc.org.au/index.php
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Appendix A: Client Consultation Template: Organisation Requirements
Name of Organisation:
Name and position of key
contact:
Contact details:
Date of consultation:
KEY DISCUSSION AREAS
NOTES
Competencies to be developed
through the program.
Integrating enterprise
operating procedures with
competency standards
Integrating enterprise
performance standards with
competency standards
Competencies delivered and
assessed on the job
Competencies delivered and
assessed off the job
Scheduling delivery and
assessment activities
Assessment tools and
processes
Record keeping
Communication timetable
between RTO and enterprise
Validation and review options
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Appendix B: Learning Strategy Template
Name of RTO:
Page 1 of 5
Delivery Period
Code and title of
qualification
Units of
Competency
Code
Title
Core/
Elective
Client(s)
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Name of RTO:
Delivery and
assessment
arrangements
Green Week
Page 2 of 5
Duration
Organisation
Alignment with units of competency
Program Area
© MRWED Training and Assessment
Unit(s)
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Name of RTO:
Delivery and
assessment
arrangements
(continued…)
Page 3 of 5
Delivery Modes
Evidence-gathering techniques
Program Area
A
B
C
D
E
F
G
KEY:
A = Demonstration
B = Questioning
C = Interview
D = Scenario/Problem solving
© MRWED Training and Assessment
E = Role-play
F = Case study/fault finding
G = Written Test
H = Review of Product
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Name of RTO:
Page 4 of 5
Delivery and
assessment
arrangements
(continued…)
Week
Delivery and
assessment staff
Program Area
© MRWED Training and Assessment
On the job
Staff
Off the job
Delivery/
Assessment
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Competencies of Staff
Technical
Assessment
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Name of RTO
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Page 5 of 5
Assessment
validation
process
Infrastructure
requirements
Pathways
Program Manager’s Endorsement:
Date:
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Contents
TAEDEL502A - Provide advanced facilitation practice
Page
Extend facilitation practice
108
Prepare for complex environments
124
Prepare for learners with complex needs
126
Develop learner independence
130
Reflect on and improve practice
133
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TAEDEL502A
Provide advanced facilitation practice
Unit Descriptor
This unit describes the performance outcomes, skills and
knowledge required to provide high level facilitation
practices in a vocational education and training context. It
also focuses on achieving continuous improvement through
reflective practice.
Element
Performance Criteria
Elements describe the essential
outcomes of a unit of competency.
Performance criteria describe the performance needed to
demonstrate achievement of the element. Where bold
italicised text is used, further information is detailed in the
required skills and knowledge section and the range
statement. Assessment of performance is to be consistent
with the evidence guide.
1. Extend facilitation practice
1.1
Update knowledge of learning methods, facilitation
techniques and learning theories to improve delivery
and facilitation practices
1.2
Maintain currency of vocational competencies and
related subject matter expertise
1.3
Practise flexibility, innovation and responsiveness in
facilitation practice
1.4
Reflect on own practice and experiences as a
facilitator to determine and document potential
improvements to delivery approaches
2.1
Identify environmental conditions and their potential
impact on teaching practice
2.2
Manage the constraints to delivery with relevant
personnel
2.3
Review and adjust training and assessment strategies
to address the constraints of complex environments
3.1
Research the characteristics of learners with
complex needs and identify potential barriers to
learning
3.2
Develop and adjust training and assessment
strategies and customise learning materials to meet
needs
2. Prepare for complex
environments
3. Prepare for learners with
complex needs
4. Develop learner independence 4.1
4.2
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Enhance learner experiences using a range of
learning methods and inclusive practices
Acknowledge and address potential barriers to
learning
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5. Reflect on and improve
practice
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4.3
Encourage learners towards self-directed learning by
establishing enabling processes
5.1
Seek input from other relevant personnel about
teaching, facilitation and learning practices
5.2
Review teaching, facilitation and learning practices to
identify and document opportunities for
improvement
5.3
Implement the documented improvement plan,
review and adjust as required
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Element 1
Extend facilitation practice
Definitions of learning are plentiful and reflect differing perspectives of learning as
either an end product or learning as a process. To undertake effective and efficient
facilitation of the learning process in adults, facilitators need to have a sound
understanding of the fundamental knowledge which underpins adult learning as well
as keep abreast of current best practice in adult education and training. This will
enable them to respond to individual needs and address environmental challenges in
any training session they may be facilitating. This is particularly valuable in situations
they may encounter for the first time or have very limited first hand experience in.
The fundamental knowledge underpinning adult learning includes amongst other
things, theories of learning. The value of these theories is that they provide
explanations on how learning occurs in different contexts and this knowledge can be
applied to design and delivery of training that is a best fit for achieving maximum
effectiveness. Sound understanding of theory also enables the creation of solutions
for practical problems encountered in facilitating learning. The literature varies
widely in their classification of learning theories.
Merriam et al (2007) summarise learning theories based on five orientations to
learning.
1. Behaviourist, who view learning as a change in observable and measurable
behaviours, as a response to stimuli in the environment. Theorists associated
with this perspective include J B Watson, E L Thorndike and B F Skinner.
2. Cognitivist, who view learning in terms of the processing of information by
internal mental structures. Theorists associated with this perspective include
W Kohler, J Bruner and Kurt Lewin.
3. Constructivist, who view learning as an internal cognitive process where
individuals construct meaning of experiences based on their previous
experience. Theorists associated with this perspective include L Vygotsky and
D Kolb.
4. Humanist, in which the learning is viewed as a function of motivation and
requires choice and responsibility on the part of the learner. Theorists
associated with this perspective include C Rogers and A Maslow.
5. Social cognitivist, who explain learning as a result of interactions with and
observations of others in a social context. Theorists associated with this
perspective include A Bandura and J B Rotter.
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A. Behaviourist Orientation
Behaviourism was founded by John Watson in the early 1900s. Other well known figures
associated with this school of thought are Thorndike, Hull and Skinner. This
approach views learning as a product of the external environment. The motivations,
emotions and thinking of the individual are considered irrelevant to the learning
process. The learner is passive responding to stimuli in the environment. All learning
is determined by the environment either through association or reinforcement.
There are three assumptions about learning that characterise this orientation.
1. The focus is overt observable behaviour rather than any internal mental
processes. The assumption here is that if and when any learning occurs, this will
be revealed and reflected in an observable external behaviour.
2. The environment of the learner is the significant influencer and director of
learning and behaviour of the individual. The individual’s characteristics do not
determine this.
3. How closely in time two events occur (and reinforcement) are central to
explaining the learning process.
The stimulus, response and reinforcement from the external environment are
viewed as the cornerstones of these theorists.
BK Skinner expanded on earlier writings and is best known for introducing the
concept of operant conditioning. Behaviour is shaped or conditioned through
positive or negative reinforcement. These reinforcements lead to an increase in
occurrence of behaviour or a decrease in occurrence of behaviour under similar
conditions. Consequently learning and behaviour is seen as the result of conditioning
where new associations are made between events in the environment. The Law of
Effects refers to the probability of an action being repeated is strengthened if it is
followed by a pleasant or satisfying consequence. The teacher's or facilitators role, in
this perspective, is to provide an environment (stimuli) that elicits the desired
behaviours and extinguishes the undesirable ones. The behaviourist approach is still
reflected in current educational practice of both children and adults.
In technical and vocational training, the emphasis on identifying the skills and
behaviours required to perform effectively in the workplace reflects an underlying
behaviourist philosophy. Standards in Training Packages emphasise objective
measurable outcomes. Outcomes are largely written in language and terms that
emphasise the behavioural aspects of workplace performance. The training itself or
any aspect of it, be it an activity or delivery of content can be considered the
stimulus in the environment. The correct behaviours or responses from learners are
positively or negatively reinforced by facilitators to make learning happen. Drills and
practice are examples of application of behaviourist theory principles.
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Key concepts in operant conditioning are
Concept
Description
Positive reinforcers
(increases the response or
behaviour)
These are favourable events or outcomes that are
presented after the behaviour. In situations that reflect
positive reinforcement, a response or behaviour is
strengthened.
Negative reinforcers
(increases the response or
behaviour)
This is the removal of an unfavourable events or
outcomes after the occurrence of behaviour. The
response is strengthened by the removal of something
considered unpleasant.
Positive punishment
(decreases the response or
behaviour)
Negative punishment
(decreases the response or
behaviour)
Involves the presentation of an unfavourable event or
outcome in order to weaken the response it follows.
Occurs when a favourable event or outcome is removed
after behaviour occurs.
For note taking
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B. Cognitive Orientation
Cognitive theories explain learning in terms of brain structures and internal mental
information processing. There are two assumptions that underpin this approach.
1. The memory system is an active processor of information
2. Prior knowledge has an important role in learning
According to cognitive theory the ‘information” an individual receives in whatever
form this takes (written, sounds, actions, feelings) is interpreted and given meaning.
Learning occurs as the individual makes sense of the experience, problem, and
information. The learner actively internally processes information. Internal mental
processes include perception, recognition, imagining organising, storing,
remembering and retrieving. Unlike behaviourism in which learning is considered to
be externally controlled, in the cognitive perspective it is the individual who
determines when learning occurs.
However while all theorists within this school have mental processing as the focal
point , they each emphasize specific aspects of this mental processing. These include
models of comprehension, models of memory and metacognition (knowing about
knowing, thinking about thinking) transfer of learning and artificial intelligence.
The popularity of the information processing theories associated with the cognitive
perspective was influenced by the rise in the use of computers. The explanation of
how the brain worked during learning was compared with the information
processing systems of computers.
The Stage Model of Information Processing
Atkinson and Shiffrin (1968), propose that information is handled in three distinct
stages.
Stage 1: The Sensory Memory Stage.
This is the stage at which our senses are stimulated (sight, sound, taste, smell,
touch). The information is relayed to our brain where it must either be processed
immediately or ignored. Consequently if the stimulus is not sensed it will not be
processed. Information capacity at this stage is very limited and so if not transferred
into the next stage the information is very quickly lost. Attention is identified as a
factor that determines the transfer of information to the next stage. Attention itself
however is influenced by factors such as complexity and newness of the information.
Stage 2: The Short Term (Working) Memory Stage.
This is considered to be the active or conscious memory because it is the part of
memory that is being actively processed while new information is simultaneously
being taken in. This stage of information processing also has a limited capacity
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before information is transferred to the next stage. Rehearsal or some form of
repetition is identified as means by which information is held in this stage until it can
be processed further and transferred. A more advanced encoding process than
rehearsal and repetition is required for information to be retained for longer. The
implications for delivery of training are that information must be provided in ways
that facilitate encoding into the long term memory.
Stage 3: The Long Term Memory Stage.
The long-term memory houses all previous perceptions, knowledge, and information
learned by an individual. In order to incorporate new information the long-term
memory must be in communication with short-term memory and must be dynamic.
Rehearsal
Repetition
Attention
Sensory
input
Short term
memory
Encode
Long term
memory
Retrieve
No Attention
No Rehearsal
Repetition
Input lost
Input lost
Theories of instruction have a strong basis in information processing models. The
primary role of a trainer, facilitator and designer of learning would be to structure
the content of learning for most efficient memory processing and recall.
Following this model the implications for the trainer and facilitator are:









Gain the students' attention – attention is required
Present information in an organized manner
Show a logical sequence to concepts and skills
Categorize (chunk) related information
Connect new information to something already known
Provide opportunities for students to elaborate on new information
Look for similarities and differences among concepts
Use memory aids
Review material.
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Howard Gardner's multiple intelligence theories model
The Multiple Intelligences concepts and Visual, Auditory and Kinesthetic (VAK)
learning styles models offer relatively simple and accessible methods to understand
and explain people's preferred ways to learn and develop. Occasionally wellintentioned people will write that the use of such models and tests is wrong because
it 'pigeon-holes' people, and ignores the point that we are all a mixture of styles and
preferences, and not just one single type, which is true. Please remember that overreliance on, or extreme interpretation of, any methodology or tool can be counterproductive.
In the case of the Multiple Intelligences model, and arguably to greater extent VAK
(because VAK is such a simple model), remember that these concepts and tools are
aids to understanding overall personality, preferences and strengths - which will
almost always be a mixture in each individual person..
Multiple intelligences theory
Howard Gardner's Multiple Intelligence Theory was first published in Howard
Gardner's book, Frames Of Mind (1983), and quickly became established as a
classical model by which to understand and teach many aspects of human
intelligence, learning style, personality and behaviour - in education and industry.
Howard Gardner initially developed his ideas and theory on multiple intelligences as
a contribution to psychology, however Gardner's theory was soon embraced by
education, teaching and training communities, for whom the appeal was immediate
and irresistible - a sure sign that Gardner had created a classic reference work and
learning model.
This simple grid diagram illustrates Howard Gardner's model of the seven Multiple
Intelligences at a glance.
Intelligence Type
Capability and Perception
1. Linguistic
words and language
2. Logical-Mathematical
logic and numbers
3. Musical
music, sound, rhythm
4. Bodily-Kinaesthetic
body movement control
5. Spatial-Visual
images and space
6. Interpersonal
other people's feelings
7. Intrapersonal
self-awareness
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Howard Gardner asserts certain principles relating to his multiple intelligence theory,
which are explained and interpreted here, along with implications and examples:
The multiple intelligences theory represents a definition of human nature, from a
cognitive perspective, ie., how we perceive; how we are aware of things.
This provides absolutely pivotal and inescapable indication as to people's preferred
learning styles, as well as their behavioral and working styles, and their natural
strengths. The types of intelligence that a person possesses (Gardner suggests most
of us are strong in three types) indicates not only a persons capabilities, but also the
manner or method in which they prefer to learn and develop their strengths - and
also to develop their weaknesses.
So for example:

A person who is strong musically and weak numerically will be more likely to
develop numerical and logical skills through music, and not by being
bombarded by numbers alone.

A person who is weak spatially and strong numerically, will be more likely to
develop spatial ability if it is explained and developed by using numbers and
logic, and not by asking them to pack a suitcase in front of an audience.

A person who is weak bodily and physically and strong numerically might best
be encouraged to increase their physical activity by encouraging them to learn
about the mathematical and scientific relationships between exercise, diet
and health, rather than forcing them to box or play rugby.
The pressure of possible failure and being forced to act and think unnaturally, have a
significant negative influence on learning effectiveness. Happy relaxed people learn
more readily than unhappy stressed people.
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Left brain/right brain
This model suggests that the way we prefer to learn focuses on the two hemispheres
of our brain and how we use these. It is essentially another way of looking at
learning styles, through determining hemispheric dominance. Are you more right
brained or left brained? We know that the cerebral cortex is the part of the brain
that houses rational functions. It is divided into two hemispheres connected by a
thick band of nerve fibers (the corpus callosum) which sends messages back and
forth between the hemispheres. And while brain research confirms that both sides
of the brain are involved in nearly every human activity, we do know that the left
side of the brain is the seat of language and processes in a logical and sequential
order. The right side is more visual and processes intuitively, holistically, and
randomly. See the table below:
Left Hemisphere
Right Hemisphere
Functions and Characteristics
Functions and Characteristics
 Mathematical
 Verbal
Artistic 
Imagination 
 Sequential
Random 
 Literal
Spatial 
 Logical
Holistic 
 Linear
Intuitive 
 Analytical
Synthesizer 
 Rational
Non-rational 
 Symbolic
Metaphoric 
Much of the research about learning indicates that learning is most effective when we
integrate left and right hemispheres of the brain and activate whole brain learning.
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C. Constructivist Orientation
There are many variants on the constructivist perspectives, and the common thread
that aligns them is that learning
 is an active process,
 unique to the individual
 consists of constructing conceptual relationships and meaning from
information and experiences already in the learner's repertoire.
This perspective maintains that each learner construct their learning and knowledge.
Consequently the learner’s prior knowledge and experience have a significant
influence on learning. The theories however differ in what they view as the role of
experience, what knowledge is of interest to any individual and whether the process
of creating meaning is an individual or social process.
The role of the trainer according to this approach is to facilitate and support the
learner in the creation of meaning. This will include providing students with
experiences that challenge their current perceptions of their existing knowledge as
well as acknowledging and recognising that participants come with their own view of
the world.
David Kolb's learning styles model and experiential learning theory (ELT)
David Kolb’s experiential learning theory sits within this constructivist perspective.
The EL Theory emphasises four key requirements from the learner for learning to
occur.




be actively involved in the experience;
reflect on the experience;
use analytical skills to conceptualize the experience; and
use the new ideas gained from the experience.
Having developed the model over many years prior, David Kolb published his
learning styles model in 1984. The model gave rise to related terms such as Kolb's
experiential learning theory (ELT), and Kolb's learning styles inventory (LSI). In his
publications - notably his 1984 book 'Experiential Learning: Experience As The Source
Of Learning And Development' Kolb acknowledges the early work on experiential
learning by others in the 1900's, including Rogers, Jung, and Piaget. In turn, Kolb's
learning styles model and experiential learning theory are today acknowledged by
academics, teachers, managers and trainers as truly seminal works; fundamental
concepts towards our understanding and explaining human learning behaviour, and
towards helping others to learn.
Kolb's learning theory sets out four distinct learning styles (or preferences), which
are based on a four-stage learning cycle. (which might also be interpreted as a
'training cycle'). In this respect Kolb's model is particularly elegant, since it offers
both a way to understand individual people's different learning styles, and also an
explanation of a cycle of experiential learning that applies to us all.
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Kolb includes this 'cycle of learning' as a central principle of his experiential learning
theory, typically expressed as four-stage cycle of learning, in which 'immediate or
concrete experiences' provide a basis for 'observations and reflections'. These
'observations and reflections' are assimilated and distilled into 'abstract concepts'
producing new implications for action which can be 'actively tested' in turn creating
new experiences.
Kolb says that ideally (and by inference not always) this process represents a learning
cycle or spiral where the learner 'touches all the bases', i.e., a cycle of experiencing,
reflecting, thinking, and acting. Immediate or concrete experiences lead to
observations and reflections. These reflections are then assimilated (absorbed and
translated) into abstract concepts with implications for action, which the person can
actively test and experiment with, which in turn enable the creation of new
experiences.
Kolb's model therefore works on two levels - a four-stage cycle:
1.
2.
3.
4.
Concrete Experience - (CE)
Reflective Observation - (RO)
Abstract Conceptualization - (AC)
Active Experimentation - (AE)
and a four-type definition of learning styles, (each representing the combination of
two preferred styles, rather like a two-by-two matrix of the four-stage cycle styles, as
illustrated below), for which Kolb used the terms:
1. Diverging (CE/RO)
3. Converging (AC/AE)
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4. Accommodating (CE/AE)
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D. Humanist Orientation
The humanist approach views learning from the perspective of the human potential
for growth. Theorists subscribing to this approach assert that behaviour in human
beings is not simply a response to the environment or any subconscious and
unconscious mental processes alone. Humans are considered inherently good
striving for a better world and are self directed in their learning.
Abraham Maslow's Hierarchy of Needs motivational model
Abraham Maslow developed the Hierarchy of Needs model in 1940-50's USA, and
the Hierarchy of Needs theory remains valid today for understanding human
motivation, management training, and personal development. Indeed, Maslow's
ideas surrounding the Hierarchy of Needs concerning the responsibility of employers
to provide a workplace environment that encourages and enables employees to
fulfill their own unique potential (self-actualization) are today more relevant than
ever. Abraham Maslow's book Motivation and Personality, published in 1954
(second edition 1970) introduced the Hierarchy of Needs, and Maslow extended his
ideas in other work, notably his later book Toward A Psychology Of Being, a
significant and relevant commentary, which has been revised in recent times by
Richard Lowry, who is in his own right a leading academic in the field of motivational
psychology
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David McClelland's needs-based motivational model
David McClelland pioneered workplace motivational thinking, developing achievementbased motivational theory and models, and promoted improvements in employee
assessment methods, advocating competency-based assessments and tests, arguing
them to be better than traditional IQ and personality-based tests.
His ideas have since been widely adopted in many organisations, and relate closely to
the theory of Frederick Herzberg.
David McClelland is most noted for describing three types of motivational need, which
he identified in his 1961 book, The Achieving Society:



achievement motivation (n-ach)
authority/power motivation (n-pow)
affiliation motivation (n-affil)
These needs are found to varying degrees in all workers and managers, and this mix of
motivational needs characterises a person's or manager's style and behaviour, both in
terms of being motivated and in the management and motivation others.
the need for achievement (n-ach)
The n-ach person is 'achievement motivated' and therefore seeks achievement,
attainment of realistic but challenging goals, and advancement in the job. There is a
strong need for feedback as to achievement and progress, and a need for a sense of
accomplishment.
the need for authority and power (n-pow)
The n-pow person is 'authority motivated'. This driver produces a need to be influential,
effective and to make an impact. There is a strong need to lead and for their ideas to
prevail. There is also motivation and need towards increasing personal status and
prestige.
the need for affiliation (n-affil)
The n-affil person is 'affiliation motivated', and has a need for friendly relationships and
is motivated towards interaction with other people. The affiliation driver produces
motivation and need to be liked and held in popular regard. These people are team
players.
McClelland said that most people possess and exhibit a combination of these
characteristics. Some people exhibit a strong bias to a particular motivational need, and
this motivational or needs 'mix' consequently affects their behaviour and
working/managing style. McClelland suggested that a strong n-affil 'affiliationmotivation' undermines a manager's objectivity, because of their need to be liked, and
that this affects a manager's decision-making capability. A strong n-pow 'authoritymotivation' will produce a determined work ethic and commitment to the organisation,
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and while n-pow people are attracted to the leadership role, they may not possess the
required flexibility and people-centred skills. McClelland argues that n-ach people with
strong 'achievement motivation' make the best leaders, although there can be a
tendency to demand too much of their staff in the belief that they are all similarly and
highly achievement-focused and results driven, which of course most people are not.
McClelland's particular fascination was for achievement motivation, and this laboratory
experiment illustrates one aspect of his theory about the affect of achievement on
people's motivation. McClelland asserted via this experiment that while most people do
not possess a strong achievement-based motivation, those who do, display a consistent
behaviour in setting goals:
Volunteers were asked to throw rings over pegs rather like the fairground game; no
distance was stipulated, and most people seemed to throw from arbitrary, random
distances, sometimes close, sometimes farther away. However a small group of
volunteers, whom McClelland suggested were strongly achievement-motivated, took
some care to measure and test distances to produce an ideal challenge - not too easy,
and not impossible. Interestingly a parallel exists in biology, known as the 'overload
principle', which is commonly applied to fitness and exercising, i.e., in order to develop
fitness and/or strength the exercise must be sufficiently demanding to increase existing
levels, but not so demanding as to cause damage or strain. McClelland identified the
same need for a 'balanced challenge' in the approach of achievement-motivated people.
McClelland contrasted achievement-motivated people with gamblers, and dispelled a
common pre-conception that n-ach 'achievement-motivated' people are big risk takers.
On the contrary - typically, achievement-motivated individuals set goals which they can
influence with their effort and ability, and as such the goal is considered to be
achievable. This determined results-driven approach is almost invariably present in the
character make-up of all successful business people and entrepreneurs.
McClelland suggested other characteristics and attitudes of achievement-motivated
people:







achievement is more important than material or financial reward
achieving the aim or task gives greater personal satisfaction than receiving praise
or recognition
financial reward is regarded as a measurement of success, not an end in itself
security is not prime motivator, nor is status
feedback is essential, because it enables measurement of success, not for
reasons of praise or recognition (the implication here is that feedback must be
reliable, quantifiable and factual)
achievement-motivated people constantly seek improvements and ways of
doing things better
achievement-motivated people will logically favour jobs and responsibilities that
naturally satisfy their needs, i.e. offer flexibility and opportunity to set and
achieve goals, eg. sales and business management, and entrepreneurial roles.
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McClelland firmly believed that achievement-motivated people are generally the ones
who make things happen and get results, and that this extends to getting results through
the organisation of other people and resources, although as stated earlier, they often
demand too much of their staff because they prioritise achieving the goal above the
many varied interests and needs of their people.
Malcolm Knowles Theory of Andragogy
Until the early 70s adult educators, as distinct from child educators largely based
their practices on general theories of learning in the absence of specific adult
learning theories. Malcolm Knowles is acknowledged as the theorist who brought
the concept of adult learning to the fore. While much has already been published
regarding the specifics of how adults learn there is no single theory that explains all
adult learning.
Knowles' "Andragogy" is taken to be the adult equivalent of "pedagogy" which is the
teaching of children. He has argued that adulthood has arrived when people behave
in adult ways and believe themselves to be adults. Knowles came from a humanist
viewpoint asserting that self-actualisation was the prime objective of adult learning,
and the mission of educators was to assist adult learners to develop and achieve
their full potential as emotional, psychological, and intellectual beings.
Andragogy is based on six assumptions about adult learners
1. Adults need to know the reason for learning something (Need to Know)
2. Experience provides the basis for learning activities (Foundation).
3. Adults need to be responsible for their decisions on education; involvement
in the planning and evaluation of their instruction (Self-concept).
4. Adults are most interested in learning subjects having immediate relevance
to their work and/or personal lives (Readiness).
5. Adult learning is problem-centered rather than content-oriented
(Orientation).
6. Adults respond better to internal versus external motivators (Motivation).
Knowles’ theory of andragogy is an attempt to develop a theory specifically for adult
learning. Knowles emphasises that adults are self-directed and expect to take
responsibility for decisions. Adult learning programs must therefore accommodate
this fundamental aspect.
In practical terms, andragogy can mean that instruction for adults needs to focus
more on the process and less on the content being taught. Strategies such as case
studies, role playing, simulations and self-evaluation are most useful. Instructors
adopt a role of facilitator or resource, rather than of lecturer or teacher.
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Andragogy applies to any form of adult learning and has been used extensively in the
design of organisational training programs, especially for “soft skill” domains such as
personal and management development.
Knowles believed that adult learning was special in a number of ways.
For example:

Adult learners bring a great deal of experience to the learning environment.
Educators can use this as a resource.

Adults expect to have as high degree of influence on what they are to be
educated for, and how they are to be educated.

The active participation of learners should be encouraged in designing and
implementing educational programs.

Adults need to be able to see applications for new learning.

Adult learners expect to have high degree of influence on how learning will
be evaluated.

Adults expect their responses to be acted upon when asked for feedback on
the progress of the program.
Therefore:
There is a need to explain why specific things are taught.
Instruction should be task-oriented instead of memorising – learning activities
should be in the context of common tasks to be performed.
Instruction should take into account the wide range of different backgrounds of
learners; learning materials and activities should allow for different levels/types of
previous experience.
Since adults are self-directed, instruction should allow learners to discover things for
themselves, providing guidance and help when mistakes are made.
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Learning theory orientation has implications for the learning model selected.
Model
Advantages
Limitations
Off-the-job

Familiar to all

Whole group needs to meet

Provides interaction and
social opportunities
between participants

Usually course delivery pace
set by trainer

Structured time allocation
Adjustments can be
made continually

Time and place dependent

Inaccessible to distant
potential participants

May impinge on workplace
activities

Time allocation of peers or
mentor

High degree of self direction
and motivation needed

High degree of literacy
required

Mail and return times may
slow down process

Requires resourcing of the web
site and troubleshooting
related to technology issues

Requires support of other
technologies, such as
telephone, e-mail, video
conferencing, World Wide
Web access, on-line chat
facilities and
computer/desktop videoconferencing.
Participants are grouped and
attend regularly. The trainer
moderates learning pace,
sequence and methods.
On-the-job


Provides interaction and
problem solving
opportunities

Peer support in real
workplace situations

Cheaper to administer

Easy to transport

Encourages independent
learning

No technical skills
required

Can stand alone

Participation in the
learning process for
people who would
otherwise be unable to
access this training
Training in the workplace
Distance learning
Participants use resource
packages to learn offcampus
On-Line
Participants use e-mail and
the Internet to access
resources and information

Enables familiarisation
and practice with
information technology
required in workplace
settings
Training programs will vary in their design and reflect the most efficient and effective
combination of models and methods to suit:
•
•
•
The training objectives
The needs of participants
The resources available.
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Element 2
Prepare for complex environments
The characteristics of the workplace environment and the training environment
influence facilitation practice in many ways.
The physical environment affects the comfort, safety, physical movement of the
learners and the trainer.
Workplaces are complex with highly varied organisational structures, communication
channels and management styles. Employees will vary in their ages, ethnicity,
language, literacy and numeracy, technical and professional training and experience.
Organisations are also characterised these days by being in a constant state of
change, whether due to external economic and environmental factors or due to
internal changes in the business and operations, or people. Complex work
environments may include:



















Workplace/Enterprise undergoing change
Workplaces where there is conflict
Where the cultural context is different to that from which the learner is
accustomed
Environments where there is a clash of values and emotional tensions
Climatic factors
Noise
Visual distractions
Disability and access
Managing inter-departmental courses in a large training organization
Multi campus delivery
E-learning delivery environments
Managing multiple trainers and facilitators
Courses involving multiple training processes and delivery combinations
WHS and legislative requirements environments
High risk activities eg mining
High risk organisations such as a correctional facility
Military or high security organisations requiring security access
Volunteer organisations and NGO delivering in locations with few resources
Organisations going through major changes such as restructuring and
re-skilling
When dealing with complex environments it is often necessary to seek the assistance
of relevant personnel who can assist with the planning and developing of delivery
and assessment strategies. Relevant personnel who may advise on delivery and
assessment strategies may include:
 Other trainers, facilitators or teachers
 Supervisors
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









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Colleagues
Specialist staff
Associations, bodies representing learner group with specific support need
Professional associations
Government agencies
Consultants
Networks teams
Workplace supervisors
Employer body representatives
Union representatives
Correctional staff
For note taking
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Element 3
Prepare for learners with complex needs
All effective facilitation practice requires consideration of the characteristics of the
learners. Learners with complex needs may include:








Disengaged youth
Older learners
Parents returning to study
Indigenous learners
People from a non-English speaking background
People with learning difficulties
Overseas students
Candidates with physical or intellectual impairment
Additionally the diversity of age, gender, employment status, workplace experience
and geography can have an impact on facilitation design decisions.
The facilitator will need to consider a full range of support strategies when dealing
with the complex needs of candidates. Support strategies may include:
















Providing referrals to internal services such as language, literacy and
numeracy support unit, individual learning unit
Providing referrals to external services such as community language, literacy
and numeracy program, disability support service, counselling support
Incorporating techniques such as modelling, demonstrating, chunking,
visual, diagrammatic, opportunities to practice, peer support and repetition
Drawing on range of resource from first language, including peer support
Ensuring appropriate physical and communication supports are available
Listening to problems and helping within own area of responsibilities and
experience
Building underpinning knowledge and skills using learning resources
Providing access to resources, e.g. Computers to access the internet
Demonstrating probity in all areas of responsibility
Modelling organisational/professional codes of conduct
Reinforcing ethical conduct in interactions with and between other people
Showing respect for individual diversity, culture and religion
Recognising and utilising difference to develop both the individual and
organisation
Demonstrating sensitivity to the circumstances and background of others
Fostering a culture of inclusiveness
New/revised policy directions in Vocational Education and Training.
These all affect training, participation and successful learning. Wherever possible a
trainer needs to identify prior to a session where any of these factors may have a
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significant impact on facilitating learning than would be expected in a random
sampling mix of participants. Examples of this may be,


Newly arrived migrants in an English class
Participants who have recently been made redundant
However, there are occasions when learners have highly specific and complex needs.
These need to be addressed to ensure that they are able to participate effectively in
training as well as having assessment strategies adjusted to enable them to have a
fair opportunity to demonstrate their knowledge and skills.
There are specific Commonwealth and State legislation requirements to ensure that
learners with special needs are able to fully participate in education and training.
The Commonwealth Disability Discrimination Act (1992) provides protection for
everyone in Australia against discrimination based on disability. Disability
discrimination occurs when learners with a disability are treated less fairly than
learners without a disability. Associated with this Act are the Disability Standards for
Education (2005) which makes it illegal for any training or educational authority to
discriminate against someone because that person has a disability. This includes all
public and private educational institutions, primary and secondary schools, TAFE,
private colleges, registered training organisations and universities.
Disability covers a range of conditions including





Learning or intellectual disabilities , such as autism
Brain related disabilities such as epilepsy
Physical disability such as cerebral palsy
Psychiatric or mental health conditions such as depression or eating disorders
Sensory or speech impairments such as blindness, voice disorders.
If a person with a disability has been accepted into a training course, program or
session then it is the responsibility of both the trainer and the organisation providing
the training to accommodate the learner’s special needs. The purpose is to remove
any barriers that the learner may have because of their impairment. These
adjustments are to be made to enable the learner to participate and complete the
training required to effectively complete the training and assessment requirements.
These modifications or changes are referred to as making “reasonable adjustments".
However not all learners with a disability will require adjustment. Each learner needs
to be considered as an individual. Consulting and discussing alternatives with the
learner to identify the extent of adjustments before proceeding or disregarding will
be time well spent.
In preparing to remove or address the barriers for learners with complex needs the
trainer may consider a range of measures.
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 Ensuring that the physical environment of the training is appropriate .e.g.
ramps to the training room, accessible facilities.
 Additional or modifying equipment. e.g. larger computer screens, computer
software or an audio loop system.
 Changing the assessment method or procedures such as written assessment
to oral, or having a scribe for a written assessment or additional time to
complete the assessment without compromising the competency standard
 Adjusting the delivery methods or resources such as subtitles for audio visual,
materials, larger fonts in written material or providing a sign language
interpreter for a deaf person.
The single most important consideration in making “reasonable adjustments” in the
training setting is that the competency standards are not compromised. Further in
making reasonable adjustments in the assessment process assessors need to be
mindful the assessment task reflects as closely as possible the real work
environment where a simulation is being used. Consequently in assessing skills that
are required to be demonstrated any adjustments made must still remain a realistic
reflection of what adjustments can be reasonably expected in the workplace.
When dealing with complex environments it is often necessary for the trainer to
identify the key communication and interpersonal skills that will assist the planning
and delivery of excellent training. The following is a list of those skill sets that should
be included in any facilitator toolkit.
Communication skills should include:
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Providing an open, warm communication style where effective verbal and
body language is used
Demonstrating a capacity to communicate clearly to facilitate within the
group and for each individual
Using critical listening and questioning techniques
Providing constructive and supportive feedback
Accurately interpreting verbal messages
Assisting participants to paraphrase advice/instructions to the
trainer/facilitator
Providing clear and concrete options/advice
Interpersonal skills should include:
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Showing respect for learners' expertise/backgrounds
Demonstrating sensitivity to diversity, disability, culture, gender and ethnic
backgrounds
Modelling facilitation and learning behaviours
Engaging in two way interaction
Encouraging the expression of diverse views and opinions
Negotiating complex discussions by establishing a supportive environment
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Using language and concepts appropriate to cultural differences
Accurately interpreting non verbal messages
Ethical standards
Facilitators must refer to ethical standards when delivering within complex
environments and addressing learners complex needs. This includes relevant policy,
legislation, codes of practice and national standards including Commonwealth and
state/territory legislation. For example:
− ensuring fairness of learning opportunities
− industrial relation awards and other possible barriers to learning
− developing competency
− licensing
− industry/workplace requirements
− duty of care
− anti discrimination including equal opportunity, racial vilification and
− disability discrimination
− workplace relations
− industrial awards/enterprise agreements
− National Reporting System
Workplace health and safety (WHS) knowledge relating to the work role, including:
− reporting requirements for hazards
− safe use and maintenance of relevant equipment
− emergency procedures
− sources of WHS information
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Element 4
Develop learner independence
The world we live and work in is characterized by continuous change and ongoing
uncertainly. Surviving and thriving depends on awareness of such changes and
recognising the responsibility of the individual to work out new ways of working,
new skills to be acquired and finding solutions rather than waiting to be given them.
Learning as the need arises or just in time learning has become the trait for survival
and success in the workplace and in world. To achieve this effectively all employees
and learners need to be able to direct their own learning.
Performing effectively in the workplace and more generally in family, community
and social environments requires that individuals develop an awareness of their
need to continuously learn and acquire the skills to be able to direct their learning.
An essential role of trainers and facilitators is to create opportunities in the training
environment and support learners in recognising their need to learn. The trainer also
has a responsibility for creating a safe environment to enable learners to practice
self directed and independent learning. Learning is an active process directed by the
learner and facilitated by the trainer. Creating such opportunities in the training
environment also assists the trainer and learners to identify and acknowledge the
barriers to learning. These can be then addressed in the training environment by the
trainer. Adult learners learn when they have a need to learn. Developing learner
independence acknowledges and recognises this adult learning principle.
Success in independent and self directed learning in the training environment builds
confidence, self esteem in a learner.
Specific factors that are known to influence self directed independent learning are:
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Self esteem
Extent of motivation and engagement in learning
Ability to reflect on ones performance and learn from it
Social interaction such as mentoring ,coaching and participating in teams
The facilitator needs to adopt strategies, activities and approaches that enable the
following to occur for a learner
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Recognise that the learning process requires intention and effort on their
part.
They actively build new information to their prior knowledge and previous
experiences
Take responsibility for their learning rather than expecting their trainer to do
everything
Understand their preferred learning styles
Think critically about what they are learning
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Reflect on their learning
Ask questions without fear and seek help when they need it
The facilitator may enhance the learning experience for the participants by using a
range of learning methods and inclusive practices:
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Using authentic experiences
Contextualise the material to the learner
Modelling to support transferability of learning
Building on previous experiences or learning
Basing training on actual or simulated work tasks and activities
Ensuring the training is relevant to the learning objectives
Sequencing the material to build in complexity
Inclusive of generic skills
Appropriate to learners' styles
Appropriate to learners' profiles/characteristics
Inclusive practices involve a shift in focus from content to the context of learning,
within the learning environment. The aim of inclusive practices is for the facilitator
to be aware of the diversity of participants we may encounter within the training
environment. Inclusive practices may include:
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Modelling organisational/professional codes of conduct
Demonstrating honesty and decency in all areas of responsibility
Reinforcing ethical conduct in interactions with and between other people
Showing respect for individual diversity, culture and religion
Recognising and utilising difference to develop both the individual and
organisation
Demonstrating sensitivity to the circumstances and background of others
Fostering a culture of inclusiveness
The facilitator must also recognise that participants may face potential barriers to
learning that should be planned for in the training. Areas the facilitator need to
consider may include:
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Physical or intellectual disabilities
Linguistic, cultural or ethnic differences
Language and or communication issues
Age
Employment status
Prior experience in an adult learning environment
Poor educational experiences
Health
Issues arising from gender
Psychiatric disabilities
Learning problems
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English language, literacy and numeracy needs
Workplace culture
Location
Access to resources
The facilitator’s goal is to encourage the participant towards self directed learning by
employing the following enabling strategies.
 Providing referrals to internal services such as language, literacy and
numeracy support unit, individual learning unit
 Providing referrals to external services such as community language, literacy
and numeracy program, disability support service, counselling support
 Incorporating techniques such as modelling/ demonstrating, chunking,
visual/diagrammatic, opportunities to practice, peer support, and repetition
 Drawing on range of resource from first language, including peer support
 Ensuring appropriate physical and communication supports are available
 Listening to problems and helping within own area of responsibilities and
experience
 Building underpinning knowledge and skills using learning resources.
Providing access to resources, e.g. Computers to access the internet
For note taking
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Element 5
Reflect on and improve practice
Deming’s four stage cycle has been a mantra for achieving quality and continuous
improvement in workplaces since in the inception of quality management systems in
business operations. This four stage cycle of “Plan- Do – Check (Study) – Act “has
application as a model for achieving continued improvement in facilitation practice.
The PLAN stage
 Use learning theory and methods to keep facilitation and training practices
up to date.
 Examine what is distinctive and particular about the workplace and training
environment
 Research the characteristics of learners with complex needs and identify
potential barriers to learning
The DO stage
 Address problems raised by the workplace and training environment
revising delivery strategies
 Develop and adjust training and assessment strategies and customise
learning materials to meet needs of learners with complex needs
The CHECK stage
 Get feedback from learners, clients and other facilitators
 Reflect on practice
The ACT stage
 Document changes to be incorporated into next facilitation session
 Set action plan for achieving longer term improvements
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References:
http://www.businessballs.com/kolblearningstyles.htm
Merriam Sharan B et al (2007) Learning in Adulthood. A comprehensive Guide John
Wiley & Sons Inc
Resources:
This education website offers an overview of all the major learning theorists
http://www.aussieeducator.org.au/education/other/theories.html
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Contents
TAEASS501A - Provide advanced assessment practice
Page
Develop and extend assessment expertise
137
Practice assessment
140
Lead and influence other assessors
146
Evaluate and improve assessment approaches
152
Appendix A Assessment Tools Samples and Templates
161
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TAEASS501A
Provide advanced assessment practice
Unit Descriptor
This unit describes the performance outcomes, skills and
knowledge required to lead assessment processes among a
group or team of assessors within a Registered Training
Organisation (RTO). It also focuses on continuously
improving processes used by the assessor and the
assessment team.
Element
Performance Criteria
Elements describe the essential
outcomes of a unit of
competency.
Performance criteria describe the performance needed to
demonstrate achievement of the element. Where bold
italicised text is used, further information is detailed in the
required skills and knowledge section and the range
statement. Assessment of performance is to be consistent
with the evidence guide.
1. Develop and extend
assessment expertise
1.1
Access, read and analyse current research on
assessment and incorporate into own practice
1.2
Source and access opportunities to extend
assessment experience and expertise and
incorporate this new knowledge and skill into own
assessment practice
2.1
Demonstrate a range of assessment methods in
assessment practice in order to meet the
requirements of the related unit or units of
competency
2.2
Demonstrate the use of a range of assessment tools
to meet the context requirements of a range of
candidates
2. Practice assessment
3. Lead and influence other
assessors
4. Evaluate and improve
assessment approaches
3.1
3.2
Establish professional development needs of the
assessor group and implement approaches to build
the skills and experience of the group
4.1
Systematically monitor the assessment processes
and activities of the assessor group
Propose and implement improvements to
assessment approaches
4.2
4.3
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Influence fellow assessors through modelling high
standards of ethical and compliance practices
Participate in and reflect upon assessment
moderation process
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Element 1:
Develop and extend assessment expertise
What assessment expertise is necessary?
According to Standard 1.4 of the AQTF Standards for Registered Training
Organisations, training and assessment is delivered by trainers and assessors who:
a) have the necessary training and assessment competencies as determined by
the National Quality Council or its successors, and
b) have the relevant vocational competencies at least to the level being
delivered or assessed, and
c) can demonstrate current industry skills directly relevant to the
training/assessment being undertaken, and
d) continue to develop their Vocational Education and Training (VET)
knowledge and skills as well as their industry currency and trainer/assessor
competence.
According to SNR 4.4 in the Standards for NVR Registered Training Organisations
(2011) Registered Training Organisations must comply as follows
4.4
The applicant has a defined strategy, procedures and measures to ensure
training and assessment services are conducted by trainers and assessors
who:
a) have the necessary training and assessment competencies as determined
by the National Quality Council or its successors;
b) have the relevant vocational competencies at least to the level being
delivered or assessed;
c) can demonstrate current industry skills directly relevant to the
training/assessment being undertaken; and
d) continue to develop their Vocational Education and Training (VET)
knowledge and skills as well as their industry currency and
trainer/assessor competence.
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According to the National Skills Standards Council Communiqué issued in December
2011, The National Skills and Standards Council has determined that from 1 July
2013:
C. ASSESSORS MUST:
i. hold the TAE10 Assessor Skill Set or be able to demonstrate equivalence of
competencies; and
ii.
be able to demonstrate vocational competencies at least to the level being
assessed; and
iii. be able to demonstrate how they are continuing to develop their VET
knowledge and skills as well as maintaining their industry currency and
assessor competence.
Note: If a person does not have all the assessment competencies as defined in (i) ,(ii)
and (iii) then one or more persons with the combined expertise in (i), (ii) and (iii) may
work together to conduct the assessment
What are the benefits of professional development?
The benefits of professional development in assessment include:
 maintenance and development of assessment competencies
 maintenance and development of vocational and technical competencies
 keeping up-to-date with industry practices
 building confidence in assessment practices and decisions
 compliance with organisational requirements
 a means of verifying one’s own professional practice
 ensuring professional accountability
What needs to be covered?
As well as ensuring compliance with AQTF standards or the Standards for NVR
Registered Training Organisations (2011), all professional development concerning
assessment and recognition should be aimed at making sure that assessment is:
 Valid (assesses what it claims to assess)
 Reliable (consistently looks for the same things – is robust)
 Flexible (provides different pathways for proving the same standards)
 Fair (doesn’t disadvantage and gives everyone an equal chance of success)
 Cost-effective (ensures that the conducting of assessment and gathering of
evidence is not oppressively priced for the student, employer or assessor)
This can be achieved by directing professional development in two key areas:
1. Currency of assessment competence
2. Currency of technical/vocational competence
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How can expertise be developed and maintained?
Research, is a good place to start the extension of assessment expertise. Evidencebased practice is now the hallmark of much professional practice. This approach
requires accessing up-to-date scientific and academic research and using relevant
findings to inform current practice.
Below are some sources of initial research:
 Australian Council for Educational Research (http://www.acer.edu.au/)
 Australian Vocational Education and Training Research Association
(http://avetra.org.au/)
 National Centre for Vocational Education Research
(http://www.ncver.edu.au/)
Keeping up with relevant research in the assessment field is one important activity,
but there are also many other methods available to extend the expertise of the
assessor. These may include:
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Attending workshops and conferences
Subscribing to in-house newsletters/bulletins
Job-rotation
Mentoring and coaching
Participating in internal validation activities
Peer Review
Networking
Workplace visits and return to industry programs
Informal programs of further study and professional reading
In addition to these, one of the best ways to extend the expertise of the assessment
team is to access opportunities to practice using differing assessment methods,
variety of standards with diverse candidates across a range of contexts. In this way
practice improves assessment performance as well as providing a role model of good
practice.
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Element 2:
Practice assessment
The single most important contributor to the development of advanced assessment
skills is practice. Practicing frequently, using differing assessment methods, gathering
evidence across a wide range of competency standards, for diverse candidates. The
greater the amount of practice and the more varied the assessment processes the
greater are the opportunities for learning, improving and for building confidence in
your assessment.
The activity for collection of evidence for assessment can take many different forms,
from written essays and assignments to simulations and role play. Often a
combination of several methods is ideal. For example, a portfolio of completed work
could be followed up with an interview to consolidate and verify the evidence.
Methods for collecting evidence for assessment
The purpose of any assessment is to gather evidence that accurately aligns with the
standards and verifies a candidate’s level of performance as judged against a
standard. There are essentially four methods of assessment. The method describes
the general strategy underpinning any assessment activity. However the number and
type of assessment activities that are found within each method is only limited by
the creativity of the person developing and designing of the assessment process.
The table below summarises the four assessment methods and provides some
examples of which lists a number of assessment methods. This includes observation,
questioning, simulation and production of items.
Assessment Method
Description
Examples
1. Observation of
Actual Performance
Observing the candidate
performing work requirements or
a specific task
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Observing a product made
Observing a workplace
procedure
2. Questioning
Use a range of different question
types either written, oral or
computer based
Assesses the candidate’s ability to
listen, interpret and communicate
ideas about information
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Short answer
Essays
Multiple choice
Sentence completion
Series of open or closed
questions
3. Simulation
A situation or activity is created
which imitates workplace
arrangements
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Flight simulator
Role-play interaction with
customer
4. Production of Item
The candidate presents a variety
of evidence which addresses
performance criteria
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Providing qualifications, job
descriptions, third party
reports and work samples.
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A detailed description of some assessment methods and assessment activities is
listed below:
Portfolios
Completed tasks and assignments as well as other items of evidence can be collected
and placed in a portfolio. Reflective recording of work activities or writing about
newly acquired areas of knowledge can demonstrate application of theory,
reasoning and critical thinking. The assessor may need to advise the candidate on
what to include and how to present the portfolio. It is advisable that a cover sheet
be developed so that the contents of the portfolio are clearly identifiable, along with
their relationship to the unit of competency.
Direct observation
The candidate demonstrates a particular task, which usually takes place in the
workplace, although simulations may be necessary in some contexts. This method is
especially useful for assessing interpersonal and technical skill. Observation can be
carried out by the assessor, a delegate such as a workplace supervisor, or may be
video-taped for later perusal. Practical demonstrations can also take the form of a
presentation to the assessor, fellow learners or colleagues.
Third party feedback
Evidence of achievements in the workplace can be in the form of testimonials or
reports from managers or supervisors. The person reporting must be suitably briefed
on what is required. Authenticated prior achievements can be used to demonstrate
previous current experience and are usually used in combination with other forms of
complementary evidence.
Questioning/interview
This method is usually used to verify or supplement other forms of evidence
collection. Reliability is improved if questions are directly related to the performance
criteria. Interviews should be structured using open questioning techniques such as
invitation, explanation, confirmation, investigation and reflection.
Projects and assignments
Projects and assignments should measure what is supposed to be measured: no more,
no less. They should be designed to address all the relevant performance criteria and
ensure that reasonable and valid evidence can be collected in order to infer
competency.
Tying in a project with learning activities may also work well, but it is not fair to
assess it before the learner has had the opportunity to adequately develop a new
skill or understanding.
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Tasks may be completed by individuals, in groups or a combination of both. Learners
doing group assessment projects should specify, and if necessary verify their
personal contributions.
Learners can be given work-based projects to be carried out in their own workplace,
or they can undertake a placement in another workplace if their own is unsuitable.
Role-play
A role-play situation can be designed to allow a candidate to demonstrate how they
would perform in a particular context. It should be remembered that we are not
assessing acting skills and some learners will find role-play intimidating. Debriefing is
also important, so the assessor can both praise and counsel as required.
Problem-based exercises, simulation and case studies
Learners can be given (or can develop) a detailed hypothetical in which they must
carry out ‘virtual’ activities such as dealing with specific problems; showing how they
would operate in a given context; or how they would design a product or process for
a specific purpose. Tasks need to be well-designed to enable demonstration of the
knowledge and skills being assessed.
Throughout the assessment process, assessors – especially those who are new to
assessing – will need support from the lead assessor. As well as providing clear
advice and modelling of good practice, the support role will be critical in extending
the assessment expertise of the assessment team. In time, this support will enable
them to become more competent assessors who can make confident decisions when
needed.
Determining the evidence requirements and assessment method
The most appropriate assessment method is determined by the examining all the
components of the standard. This will require a thorough analysis of the required
knowledge and skills and the performance criteria detailed in the standard against
which the assessment is being conducted. Further guidance can also be obtained
from the evidence guide in which the critical aspects for the assessment and
evidence requirements are identified. Where several standards or units have been
clustered in the delivery consideration must be given to assessing these together
without compromising the performance requirements of the individual standards.
Additional advice can be sought through consultation with industry and experienced
assessors.
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The table below illustrates how an initial analysis on the type of evidence required
can be mapped to an assessment method.
Critical Evidence
required
Preparing an agenda
Observation
Questioning
Simulation
Producing an
item
knowledge of customer
service models
clearly and effectively
communicating critical
information to team,
peers and management
developing and
implementing a market
research survey tool
reviewing the
effectiveness of the
marketing plan
contribution to a risk
assessment for hazards
identified in the
workplace
maintaining and handling
data and documents
systematically
interpreting and
complying with legal and
procedural requirements
interact with customers
and identify cross-selling
opportunities
preparing massage area
and clients for body
massage treatments
installing software and
hardware
In the reviewing the method identified for gathering the evidence the following
factors must be taken into account;
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That the evidence collected will meet the rules of evidence
Any resources (including facilities)required and available
Candidates needs
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Rules of Evidence
Valid Evidence
Evidence must cover the broad range of knowledge and skills required to
demonstrate competence. Assessors need to be sure that the evidence meets the
specified criteria of the standards. Evidence should also match or reflect the type of
performance which is being assessed.
Authentic Evidence
Assessors need to be sure that the evidence gathered is the candidate’s own work.
To determine authenticity, validation of the evidence by a third party may be
necessary.
Current Evidence
An assessor needs to determine the recency of the evidence of competence. The
focus is on whether the person being assessed has current competencies in what is
being assessed and is still able to apply these to a current work situation.
Sufficient Evidence
This relates to the amount of evidence. Assessors must collect enough evidence to
satisfy that the candidate is competent across all elements according to the
performance criteria, taking into account the range of variables and all dimensions of
competency.
Participating in moderation and or validations meetings will provide the assessor
with an opportunity for reaching a shared understanding of the evidence
requirements and so increasing the reliability of the assessments undertaken.
Determining the assessment tool
The assessment tool contains both the instrument and the instructions for gathering
and interpreting evidence:

Instruments/s – the specific questions or activity developed from the selected
assessment method/s to be used for the assessment. (A profile of acceptable
performance and the decision making rules for the assessor may also be
included)

Procedures – the information/instructions given to the candidate and/or the
assessor regarding conditions under which the assessment should be
conducted and recorded.
Assessment guidelines in Training Packages will also clearly indicate the requirement
to gather evidence of competency across all its dimensions. Having selected the
method it is then necessary to construct the assessment tool that enables all the
dimensions of a competency to be assessed.
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Technical Principles of Assessment
In developing the assessment procedures a range of candidate and environmental
factors must be taken into account to ensure that the technical principles of
assessment are met.
Validity
A valid assessment assesses what it claims to assess; evidence collected is relevant to
the activity and demonstrates that the performance criteria have been met.
Reliability
Reliability refers to consistency or reproductive ability of the assessment. A reliable
assessment shows consistent results from one assessment event to the next.
Flexibility
Flexible assessments are appropriate to the needs of the situation, the candidate,
and the task to be performed. Flexible assessments involve the candidate in all
aspects of the assessment process and include both on and off-the-job assessment
activities. Assessors must provide for recognition of prior learning and make
reasonable adjustments to the assessment process when designing flexible
assessment events.
Fairness
A fair assessment will not disadvantage any person and will take into account the
characteristics of the person being assessed.
How can assessment strategies be developed and confirmed?
The AQTF Standard 1.2 and SNR 15.2 requires RTOs to develop strategies for all
Training Package qualifications and accredited course which they are authorised to
deliver. These strategies must be documents. Although there is no set way to record
strategies, documentation must include the proposed target groups; modes and
strategies of delivery and assessment; and assessment validation processes and
pathways. There is also a requirement that delivery and assessment strategies must
be developed in consultation with enterprises or industry.
Giving support to the assessment team in relation to developing assessment
strategies may include more detailed guidance in area such as:
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Interpreting benchmarks for assessment
Making arrangements for RPL/RCC
Determining appropriate assessment methods and tools
Arranging resources
Ensuring quality
Managing risk.
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Element 3:
Lead and influence other assessors
How can the assessment activities be lead?
Whether assessment is being managed in a small or large organisation, good
leadership practices should always underpin the relationships with everyone taking
part in the processes. Making sure that assessment works well means setting up
good processes, such as efficient document and recording systems; but the best
processes in the world won’t work unless there is guidance and support for the
people involved.
This will include:

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

Developing and confirming assessment strategies
Discussing and confirming roles, responsibilities and accountabilities of
relevant persons involved in the process
Establishing and maintaining strategies for communication and networking
Using leadership skills to provide clear direction, advice and support to
assessors in planning, organising, conducting and validating assessments
Identifying professional development needs and opportunities for assessors.
Below are some suggestions for information which should be made available to
assessors:
1. The RTO assessment policy, including the responsibility of assessors.
2. Roles and responsibilities of assessors in relations to the National Training
Framework (NTF), Australian Quality Training Framework (AQTF), Standards
of Registration (SNR) and Training Packages.
3. Information on assessment requirements of the specific Training Packages or
accredited courses they are assessing against.
4. Current information on vocational competence and assessor qualifications
requirements and information on professional development opportunities
including assessor networks and mentoring programs.
5. Guidelines on designing an assessment plan, developing assessment tools
and conducting assessments. Also, any RTO assessment templates used for
gathering evidence, recording outcomes etc.
6. Guidelines on what information should be provided to candidates and how it
should be provided.
7. Information about RTO requirements for assessment validation.
8. Information on RTO appeals processes.
9. Information on any specific assessment partnership agreements in which the
assessor may be involved.
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How can partnership arrangements be initiated during assessment?
There are several situations where partnering (team assessment) may be necessary
in order to complete the assessment process. Team assessment means that two or
more people work together to conduct an assessment and make an assessment
decision. Firstly, team assessment may be initiated when the assessor does not have
the vocational or technical competence to assess a particular area. In this case, a
content expert works with the assessor. Secondly, there may be a situation where
the assessor is not geographically close to the candidate, in which case a technical
expert nearer to the candidate may be involved in the assessment decision. Finally,
there may be a conflict of interest (real or perceived) between the assessor and
candidate and a third party assessor may enter the assessment process to ensure
that an impartial decision is made.
Although team assessment can be costly, because of duplication of human
resources, there are still many benefits which can counterbalance these increased
costs. Benefits include a greater sense of validity and confidence about the
assessment, especially when practising industry experts are involved. Team
assessment also provides a kind of mutual professional development where the
assessor and technical/content expert learn from each other. More contact between
industry and RTOs is also useful in building good working relationships and creates
validation and moderation opportunities on the run.
What strategies for communication and networking could be established?
One of the roles of a leader in assessment is to make sure that there is effective
communication between all those involved in the assessment process. It is critical
that everyone knows what’s happening and more importantly, any difficulties can be
discussed, reviewed and dealt with.
Communication channels will need to be established. Instead of just letting it happen
informally, it’s advisable to set up ways of encouraging communication flow –
therefore, building them into the job.
This can be done in many ways, depending on what suits the environment. Choices
should reflect time, costs and effectiveness of communication channels.
These could include:




regular meetings
electronic solutions such as a website or intranet site, with a chatroom
a newsletter
written reports.
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How do you get the message across?
The assessment leader should determine and promote what’s meant by assessment
and recognition in general, as well as giving specific context-related information. In
this way, the overall assessment vision is communicated by the lead assessor.
Assessors need support and guidance so that their role is made easier, and their
practice is ethical and in compliance with organisational and legal requirements. The
assessment and recognition process also needs to be made as simple as possible.
How can recording and reporting be made easier?
Record-keeping is another area of communications essential in the assessment
process. There is no better way to induce stress in the workplace than to inundate
people with mountains of paperwork, or the electronic equivalent; and the whole
assessment process has a built-in propensity to do this if there is not a good
knowledge management system in place. The plethora of data must be easily
stored, backed-up and retrievable by those who need it.
From complex student management systems, to humble database or even paperbased systems, the most important feature is that everyone involved in recording
the assessment process can do so with ease, ensuring confidentiality and allowing
easy access to those who need to use the data.
What leadership skills are required?
Information and support for assessors is not only important in terms of mutual
understanding of the organisation’s policies and procedures but it also means that
assessment practice will be more consistent and that quality assurance factors can
be addressed.
In the assessment leadership role, it is necessary to ensure that colleagues involved
in assessment are given clear direction, advice and support in relation to:





planning
organising
conducting
validating
appeals.
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Leadership skills may be needed for a range of different purposes. This might
include:

initiating and directing decision making

being confident in challenging situations

dealing with unreasonable expectations

maintaining ethical practice

modelling personal behaviour

time management

respecting difference

promoting participation.
Initiating and directing decision making
In the assessment leadership role, there are times when decision-making processes
need to be directed. It’s useful to have a logical formula which can be applied to any
decision-making situation. Whilst there may be an existing formula, below is a
typical one which can be adapted to unique assessment environment and purposes.
Decision Making Formula
What is your objective?
What are the relevant factors?
What are the alternatives?
What is the best option?
Implement the decision
Evaluate the outcomes
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Being confident in challenging situations
The assessment team members may often find themselves in challenging situations.
Think of some typical circumstances in the assessment context that produce
difficulties. How can you use leadership skills to help your team members in this sort
of situation? Put yourself in their shoes and think about the type of support they
need to cope with the situation.
It’s likely they will want the lead assessor to be confident and supportive and also to
help with practical solutions. Through encouragement, the lead assessor can give
them confidence in their own ability to solve problems by guiding them through
decision-making and problem-solving processes, while also reassuring them that
there is support available.
Currency of assessment competence
Currency of assessment competence means making sure skills and understanding of
assessment processes are kept up-to-date. Knowledge of changes in policy, practice
and research affecting the assessment process are familiar to the assessor. In the
assessment leadership role, you will need to be able to identify, in collaboration with
your assessors, professional development and networking opportunities to ensure
currency of competency is encouraged, developed and maintained.
Currency of vocational/technical competence
Currency of technical competence means that assessors comply with the
requirements of the Training Package or courses being assessed.
What are the codes of practice for assessors?
Assessment specialists have developed an international code of ethics and practice
The National Council for Measurement in Education (NCME). The Code of Practice
below is based on the international standards.







The differing needs and requirements of the person(s) being assessed, the
local enterprise(s) and/or industry are identified and handled with sensitivity.
Potential forms of conflict of interest in the assessment process and/or
outcomes are identified and appropriate referrals are made, if necessary.
All forms of harassment are avoided throughout the planning, conduct,
reviewing and reporting of the assessment outcomes.
The rights of the candidate(s) are protected during and after the assessment.
Personal or interpersonal factors that are not relevant to the assessment of
competency must not influence the assessment outcomes.
The candidate(s) is made aware of rights and processes of appeal.
Evidence that is gathered during the assessment is verified for validity,
reliability, authenticity, sufficiency and currency.
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Assessment decisions are based on available evidence that can be produced
and verified by another assessor.
Assessments are conducted within the boundaries of the assessment system
policies and procedures.
Formal agreement is obtained from both the candidate(s) and the assessor
that the assessment was carried out in accordance with agreed procedures.
Assessment tools, systems, and procedures are consistent with equal
opportunity legislation.
The candidate(s) is informed of all assessment reporting processes prior to
the assessment.
The candidate(s) is informed of all known potential consequences of
decisions arising from an assessment, prior to the assessment.
Confidentiality is maintained regarding assessment results.
Results are only released with the written permission of the candidate(s).
The assessment results are used consistently with the purposes explained to
the candidate.
Self-assessments are periodically conducted to ensure current competencies
against the Training and Assessment Competency Standards.
Professional development opportunities are identified and sought.
Opportunities for networking amongst assessors are created and maintained.
Opportunities are created for technical assistance in planning, conducting
and reviewing assessment procedures and outcomes.
For note taking
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Element 4:
Evaluate and improve assessment approaches
When there is a systematic way of monitoring all aspects of assessment practice, and
there is action taken to make improvements, assessors will feel supported and there
will be greater consistency and more confidence in outcomes.
To perform this monitoring role, it is necessary to:



systematically monitor and analyse assessment practice to make sure it
addresses client/candidate needs and organisational and legal requirements
provide facilitation techniques to guide and support assessors so that
practice is improved and requirements met
analyse assessment records to ensure compliance with organisational and
legal requirements.
Monitoring assessment methods and tools
A significant part of your monitoring role concerns evaluation of assessment
methods and tools to ensure that they:


address the current version of the relevant Training Package and/or other
benchmarks such as:
national assessment guidelines
qualification descriptions
the assessment plan
evidence requirements
policies
legislative requirements such as: WHS legislation, codes of
practice, standards and guidelines; AQTF or SNR standards for
RTOs; state or territory registering body requirements; awards
and enterprise agreements and relevant industrial arrangements;
environmental issues, EEO, industrial relations and antidiscrimination; relevant industry codes of practice
Course outlines.
were developed in consultation with industry

were trialled

facilitate reliable, valid, fair and flexible assessment practices that comply
with AQTF and SNR assessment principles

meet the rules of evidence – validity, sufficiency, currency and authenticity

give clear, concise and consistent advice to assessors

take ‘reasonable adjustment’ into account

support inclusive and non-discriminatory practices
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
are good value for money

are of a suitable production quality – durable, attractive and fitting their
purpose

can be used successfully in the RTO, given the characteristics of learners,
assessors and the assessment context.
What are the challenges?
There are several considerations when monitoring and evaluating assessment tools,
including:




costs and benefits – it takes time, and therefore money, as it is a complex
task and often involves several people; but getting it right will prevent future
problems
candidates’ involvement in the process – ideally, they should be involved, but
this may be difficult to arrange in some contexts
whether specific criteria are needed to complement generic criteria for
specific assessment contexts
provision of additional professional development for assessors using the tools
Supporting assessors to improve practice
How do you know where there’s room for improvement in assessment practices?
Analysing assessment records is a good place to start, but another very effective way
of monitoring what’s going on in the assessment process is to gather feedback from
assessors, candidates and others involved. This feedback can then be analysed with
a view to improving the quality of future assessments.
Under Standard 3 of the AQTF 2007 for Registered Training Organisations requires
RTOs to
 3.2 The RTO uses a systematic and continuous improvement approach to the
management of operations.
 3.3 The RTO monitors training and/or assessment services provided on its
behalf to ensure that it complies with all aspects of the AQTF Essential
Conditions and Standards for Continuing Registration.
Or,
Under SNR 17 of the NVR standards of registration RTO’s are required to
 17.2 The RTO uses a systematic and continuous improvement approach to
the management of operations.
 17.3 The RTO monitors training and/or assessment services provided on its
behalf to ensure that it complies with all aspects of the VET Quality
Framework.
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Evaluation methodologies
For evaluating the training/assessment system, an organisation may use a range of
methodologies that meets their particular context and scope of operation.
Three major methodologies for evaluation include:

Benchmarking

Audit

Self-assessment
Benchmarking
Benchmarking involves:
 comparisons with other organisation to identify and then implement strategies
for improvement
 identification of superior performance or practices and adopting them into the
organisation.
Audit
An audit is a systematic, independent and documented process for obtaining
evidence to determine whether the activities and related outcomes of a training
organisation comply, or continue to comply with the relevant standard.
Auditing can be conducted:
 on a continuous basis (with an identified sample)
 by exception (spot checks, at random, following a complaint)
 periodically (such as annually).
Planning the evaluation
This Learning Topic provides the learner with an overview of the management and
planning involved in an evaluation of a training/assessment system. It describes the
key responsibilities for any person who is responsible for managing and planning the
evaluation of the training/assessment system.
This section focuses on:



what is to be evaluated
who will be involved in the evaluation
when and how the evaluation will be undertaken.
Regardless of regulatory or compliance requirements, the evaluation of a
training/assessment system is based on a commitment to continuous improvement
in providing quality training/assessment services and products to clients.
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Purpose
The purpose of the evaluation should be clear and agreed to early in the process.
The purpose, objectives and scope of the evaluation will be dependent on previous
evaluations and any changes in the training/assessment context. Depending on the
maturity of the training/assessment system, the purpose of the evaluation may vary.
Evaluations conducted early in the life of the training/assessment system may be
conducted to ensure compliance of system documents with a defined framework
e.g. AQTF Standards for Registered Training Organisations. On the other hand, later
evaluations may review the implementation and working of policy and procedures.
Consultation and communication strategies
As with any project, communication and consultation with relevant stakeholders are
critical to success. Early consultation with stakeholders will affect the methodology
and strategy used as well as the timing and scheduling of the review.
The communication strategies employed to promote the evaluation process will
depend on the characteristics of the practice environment.
Some strategies to be considered are:


meetings
briefing papers


newsletter
committees

pre- and postevaluation briefings.
Evaluation team
Ensuring that skilled and appropriate personnel are used in the evaluation is critical
to its success. Those undertaking the evaluation may be part of the organisation, or
external consultants may be used. External personnel may provide a more
independent and objective view of the training/assessment system.
Regardless of the personnel involved in the evaluation the following issues should be
addressed:
Confidentiality
In any evaluation, potentially sensitive information may be available to the team.
Skills of the team
Personnel within the team require excellent communication skills, analytical skills
and the ability to synthesise information in order to make sound, valid judgements.
All personnel should be suitably qualified and skilled to undertake the tasks. If
required, training should be provided.
Consistency of understanding
Members of the team should have a common understanding of the purpose and
methodology of the evaluation, as well as a common interpretation of the
benchmarks that they will evaluate the system against.
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Role and responsibilities
All stakeholders and personnel undertaking the evaluation should be clear about
their roles and responsibilities in the process.
Resources to support the evaluation
Prior to beginning the evaluation, the materials to support the evaluation will need
to be prepared. There may be existing documents or ones that can be adapted. The
documents required are of course, dependent on the methodology that is
established with the organisation’s representatives. Preparing documentation helps
to ensure the consistency and integrity of the evaluation, as well as ensuring that
appropriate evidence is collected to lead to the proposed outcomes.
Documentation to support the evaluation could include:



recording templates, checklists, observation checklists, questionnaires
briefing documents for the evaluation team
briefing documents for personnel participating in the review, such as
interviewees, trainees, or teaching/assessing staff.
The structure and content of the documentation will depend on the focus of the
evaluation. For example, if the evaluation encompasses student satisfaction, there
should be existing resources which are used on a regular basis, as well as data which
has been collected over a period of time. It is important that the documentation,
checklists, questions etc which are developed for the evaluation enable the
collection of information in a form which will be simple to collate or summarise for
the report.
Collecting evidence
Analysing
Interviewing
•Course materials, Learning materials,
Assessment tools
•Trainers, Learners, Employers,
Management, Stakeholders
Checking
•Records of training/assessment facilities
Observing
•Assessment, learning activities
Examining
•Results, policies, handbooks, student
information, qualifications, student files,
minutes, reports
Questioning
•To elicit information you are seeking
It is necessary to look for:

evidence that the assessment/training system is operating in accordance with
the standards identified
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indications that the system is working effectively
any areas of improvement that are immediately evident.
During the evaluation, all evidence must be recorded impartially against the
standards as it is found, whether it indicates compliance or non-compliance with the
agreed standards. Observations based on objective judgements should also be
recorded. This essentially forms the basis for the evaluation report and there needs
to be adequate notes to reflect what is found. It is more than just checking that
something has been seen. It’s a good idea to tick the evidence as it is sighted, and
make extra notes about things that need to be checked up on.
Ongoing Evaluating
As part of taking notes, it is useful to make some initial analysis during the process of
the evaluation. Any issues that become apparent during the process should be
noted. This preliminary analysis will provide a quick and easy reference to check for
further evidence when the report on the findings is written. It can alert the team to
issues they may want to follow up on later with closer questioning or investigation.
Relying on memory is not adequate, as an evaluation deals with a lot of detail that is
not easily recalled later. Sometimes quite specific notes will need to be made; other
times cryptic notes or abbreviations as prompts for later checking can be used.
Maintaining focus
Evaluating is not easy. There can be unexpected things or people that divert the
team from their planned strategy and make it difficult to maintain focus. This is one
of the reasons that planning is so important. It is important to be clear about the
strategy and to remain true to the purpose throughout the evaluation.
Maintaining professionalism
This is particularly significant when the evaluation is an audit under the AQTF
standards. In this case, it is essential to comply with the AQTF Auditor Code of
Practice. Maintaining impartiality in all actions is vital.
Being rigorous but fair
When evaluating, it is critical to ensure that the approach is rigorous, but fair. It is
important to remember that organisations have diverse ways of ensuring their own
compliance and to remember to focus on the evidence provided as well as the
diversity of approach. It is vital to be flexible when necessary, without compromising
critical standards.
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Using effective communication skills
It is imperative that the team remember that they are evaluating the system, not
finding fault. Their job is not to catch people (or processes) out, but to focus on
compliance with the agreed standards, in a framework of quality improvement. If
the evaluation involves face-to-face interaction the team members need to:






be good listeners
ask open questions
be attentive
focus on hearing the speaker’s answers
use further questioning for clarification where necessary
use the words ‘show me’ often.
Part of the evaluation strategy may be to conduct some interviews with selected
stakeholders. It is crucial to be well-prepared for the interview and have the
questions organised in advance, especially if more than one person is being
interviewed about the same issues, or if more than one person is involved with
interviewing. Informal face-to-face interviews may be appropriate for the purposes,
but it might also be appropriate to use the telephone or simple surveys to gather
evidence.
Interview tips








Allow plenty of time for the interview.
Interview in private if necessary.
Take time to establish rapport with the interviewee.
Use the interviewee’s name
Be active about listening and seek clarification where necessary.
Use open questions and start with words like: What, Where, How, When and Why?
Keep questions short and simple
Avoid negative questions.
If interviews are part of the strategy, the information gained from them will need to
be analysed in a way that is meaningful to the organisation. It is possible to collate
this information into charts, tables or summaries that the organisation can use for
discussion and decision making.
Add value
Any evaluation really has a dual purpose – it aims to evaluate the
training/assessment system as well as raise awareness of quality issues within the
organisation. Remaining professional and helpful can be tool in allowing
stakeholders to recognise areas where they could improve, and this is what
continuous improvement is all about. The purposes to identify areas for
improvement, but where evidence of good practice is found, it is helpful to say so.
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Act in accordance with WHS
Training/assessment systems exist over the full range of industry, and the
requirements of WHS are just as diverse. Anyone doing an evaluation will have to
take into account the relevant WHS requirements and act in accordance with them
while they are on site. Evaluating a small training organisation in an administrative
situation will be different compared to a large manufacturing organisation with a
training/assessment division that operates workplace-based training.
Develop an action plan
No evaluation is complete without an action plan to implement meaningful change
and strengthen the process of continuous improvement within organisations. Once
all the analysis is complete and the analysis report written, an action plan can be
developed.
An action plan identifies:




priorities
actions
responsibilities
timelines
so that improvements can be managed.
There should be significant consultation with stakeholders in the development of an
action plan. Recommendations should reflect priorities in an organisation’s business
plan, mission and objectives. It should also be aligned with quality management
strategies that operate within the organisation. In making recommendations and
prioritising actions, the people who develop the action plan should aim to align it
with these key aspects of the organisation.
This is a sample of an action plan that could be used to record decisions about
actions.
Action plan
Recommendation
Priority
Agreed
action
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Finally…
The results of the evaluation and its subsequent reports must be made known, as
they are important continuous improvement tools. Some organisations make this
information available on their intranet, or by providing hard copies for the relevant
stakeholders. Information about the evaluation and its processes is then available for
future rounds of evaluations as set out in an organisation’s review schedule. This is
the nature of continuous improvement, where information from previous
evaluations feeds into ongoing organisational planning. All documents must be filed
securely.
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Appendix A Assessment Tools Samples and Templates
Tool:
Observation Criteria Checklist
Organisation:
XYZ Lightning College
Candidate Name:
Flash Gordon
Assessor Name:
Major Payne
Unit of competency/
SISFFIT421A Plan and deliver personal training
Workplace standard:
Element 3. Demonstrate exercise activities and use of equipment.
Date of Assessment:
Skills to be demonstrated by candidate:
Yes
No
Comments
1. Determines the client's prior knowledge
2. Demonstrates the correct and safe
performance of exercises to the client
3. Uses appropriate anatomical terminology
as required.
4. Demonstrates safe and appropriate use of
fitness equipment
5. Relates the location and function of the
major bones and major joints to
movement when instructing the client.
Result
Satisfactory
Not yet satisfactory
Feedback to candidate:
Candidate signature:
Assessor signature:
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Tool:
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Observation Criteria Checklist Template
Organisation:
Candidate Name:
Assessor Name:
Unit of competency/
Workplace standard:
Date of Assessment :
Skills to be demonstrated by candidate:
Yes
No
Comments
1.
2.
3.
4.
5.
6.
7.
8.
Result
Satisfactory
Not yet satisfactory
Feedback to candidate:
Candidate signature:
Assessor signature:
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Tool:
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Written Questions Assessment
Organisation:
XYZ Business College
Candidate Name:
Grace Singh
Assessor Name:
Mark Anthony
Unit of competency/
BSB07 Business Services Training Package
Workplace standard:
BSBADM405B Organise meetings
Date of Assessment :
Questions
1. Identify 3 different meetings in your workplace.
Answer
2. Describe how each meeting is different from the other.
Answer
3. How would you confirm the items to be included on the agenda?
Answer
4. What methods would you use to distribute documents associated with the meeting?
Answer
5. What are the significant points to be noted when taking notes for minutes?
Answer
6. What strategies would you use to check for accuracy?
Answer
Result:
Satisfactory
Not yet satisfactory
Feedback to candidate:
Candidate signature:
Assessor signature:
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Tool:
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Written Questions Assessment Template
Organisation:
Candidate Name:
Assessor Name:
Unit of competency/
Workplace standard:
Date of Assessment:
Questions
1.
Answer
2.
Answer
3.
Answer
4.
Answer
5.
Answer
Result:
Satisfactory
Not yet satisfactory
Feedback to candidate:
Candidate signature:
Assessor signature:
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Tool:
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Production of an Item – Prepare an Agenda for a Team meeting
Organisation:
XYZ Business College
Candidate Name:
Grace Singh
Assessor Name:
Mark Anthony
Unit of competency/
BSB07 Business Services Training Package
Workplace standard:
BSBADM405B Organise meetings
Date of Assessment:
Criteria for assessing item:
Yes
No
Comments
1. Date, time, location
2. Name of meeting/committee/group
3. Chair and minute taker listed
4. Welcome and Apologies
5. Previous Minutes if applicable
6. Matters arising
7. New matters
8. Lists attachments
Result:
Satisfactory
Not yet satisfactory
Feedback to candidate:
Candidate signature:
Assessor signature:
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Production of an Item Assessment Template
Organisation:
Candidate Name:
Assessor Name:
Unit of competency/
Workplace standard:
Date of Assessment:
Criteria for assessing item:
Yes
No
Comments
1.
2.
3.
4.
5.
6.
7.
8.
Result :
Satisfactory
Not yet satisfactory
Feedback to candidate:
Candidate signature:
Assessor signature:
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References:
Department of Employment Education, Employment and Workplace Relations 2010
AQTF. Building Training Excellence Essential standards for Continuing Registration
Commonwealth of Australia
National Vocational Education and Training Regulator Act 2011(Commonwealth)
Resources:
Australian Council for Educational Research (http://www.acer.edu.au/)
Australian Vocational Education and Training Research Association
(http://avetra.org.au/)
National Centre for Vocational Education Research (http://www.ncver.edu.au/)
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