Bringing Training Pages Alive! - What the new Training

Bringing Training Alive! What the
new Training Packages mean for you!
August 2015
Bernadette Delaney
Session Aims
A better understanding of training packages
New Standards
Understand the components of training packages
Use of companion volumes
Navigating content to plan your training program
New assessment requirements
Implications for RTOs
Identify compliance issues in planning
Section 1
What are Training
Packages and
How are they
What do training packages describe?
Training packages describe
workplace standards, not
training or education.
What do training packages describe?
• Set of nationally endorsed standards, assessment
requirements and qualifications
• Provide guidance on the content & topics of your training
• Provide guidance on the amount of training
• Provide assessment requirements
Training packages do not • provide an off-the-shelf resource ready
to be used for training.
• describe how people should be
trained, or provide information on
delivery and funding
Understanding the development process assists in devising
your training program
Extensive work
to research and
develop TP
Changes made
TP qualifications
are designed as
a best fit for the
job outcome &
AQF descriptors
All of the TP
qualifications to
be considered in
delivery &
What is the process ?
SKILL NEEDS IDENTIFIED Research need, define job
components, underlying knowledge, gain agreement,
units of competency & establish qualifications & rules,
industry agreement, validation. Companion Volumes &
RTOs- Develop training & assessment strategies &
resources STUDENTS & EMPLOYERS – choose
desired training/qualification
TRAINERS deliver content & student is assessed
INDUSTRY receive skills they require as graduates
apply skills learnt to the workplace STUDENTS have
qualifications for the workplace .
Consider these qualifications
Diploma of Leadership & Management
– What does the title tell us ?
– Why has the qualification title changed
from the previous one?
– What knowledge does a manager need?
– What skills does a manager need?
– What sort of environments do they work in?
Refer BSB51915 Diploma of Leadership and Management
Qualifications to consider
Certificate III in Early Childhood Education & Care
– What type of worker undertakes this
– How responsible do they need to be?
– Why are there so many core units?
– What do the core units tell us ?
– What sort of environments do they work in?
Refer to CHC30113 Certificate III in Early Childhood Education and Care
Changing qualifications
Reflection – write down your points
How have the skills and knowledge changed in these two
occupations over the last few years and why have they
changed ?
Refer to mapping information on BSB51915 and CHC30113 .
Changing qualifications
Change from management to leadership and management.
Additional skills for managers, manager as ‘leader’.
Children’s services changed to child care educator. Over the years this has
changed from child care worker to child care educator. CHCECE009 Use an
approved learning framework to guide practice
HLTFA311A Apply first aid changed to HLTAID004 Provide an emergency first
aid response in an education and care setting
Section 2
Changes in Training
Why did Training Packages change?
Wanted to make TP clearer and easier to use
Make a clearer work standard
Reduce size and complexity
The set out of a unit of competency has changed
Assessment is separated and clearer
Companion volumes contain implementation information
Changes related to improvements/ addressing issues
Old Style versus New Style
Older Style
Newer Style
• Units of
• Introductory
• Qualifications
• Units of
• Assessment
• Qualifications
• Credit
Support Resources
Companion Volumes
New Training Package
Units of Competency
Assessment Requirements
Credit Arrangements
RTO Implementation Guides
Learning Strategies Guide
Knowledge Guide
Assessment Strategies Guide
Sample of endorsed ‘new look’ Training Packages
AUM Automotive Manufacturing
AUR Automotive Retail, Service and Repair
BSB Business Services
CHC Community Services
FNS Financial Services
ICP Printing and Graphic Arts
ICT Information & Communications Technology
HLT Health
CUV Arts and Culture
CUA Live Performance and Entertainment
FSK Foundation Skills
TAE Training and Education
MSF Furnishing
SIF Funeral Services
RII Resources and Infrastructure
MAR Maritime
New - Coding
Old coding
New coding
CHC08 Community Services
CHC Community Services
BSB07 Business Services
BSB Business Services
Year of endorsement no longer included
QUALIFICATION CODES TP identifier, AQF level, sequence identifier, year endorsed
BSB51915 Diploma of Leadership and Management
UNIT CODES no longer include a version identifier (A, B, C, D, etc) at the end of
their code. As new style units of competency are updated, they are given a new
‘release’ or version number, e.g., TAEDES401, Release 1;
TP identifier, sector, numbers
New - Companion Volumes
Implementation Guides
• Mapping
• Imported units
• Implementation information
• Resources
Other volumes- assessment strategies, learning strategies
In summary : What has changed
Unit of competency
Assessment Requirements
Credit arrangements
AND mandatory
Companion Volumes- Implementation
Large volume of training package
Section 3
Changes in units & assessment in
the new training packages ?
Unit code/Unit title
Unit code/Unit title
Unit descriptor
To Application & CV
Employability Skills
Removed , used in FS for some TP
Prerequisite units
Prerequisite units (optional)
Application of the unit
Elements & Performance criteria
Elements & Performance criteria
Required skills & knowledge
Embedded/Foundation Skills
Evidence Guide
New assessment requirements
Range Statement
Range of Conditions (optional)
Unit mapping information
Links to Companion Volume
Elements, Performance Criteria, Required
Knowledge Evidence
Elements, Performance criteria, Required Skills
Performance Evidence
Evidence Guide: critical aspects for assessment Assessment conditions- conditions for
and evidence required to demonstrate this
assessment, assessor requirements, materials,
unit of competency
resources, physical conditions etc.
Access and Equity Considerations
Context of and specific resources for
Conditions & CV
Method of Assessment
Links to Companion Volume Implementation
Changes in Units & Assessment
Refer to CHCECE003 unit and assessment requirements
Provide Care for Children
And the old unit - CHCCN302A Provide care for children .
Examine the set out to see the changes .
Why are these units not equivalent?
What will be in a unit of competency
Modification history
Unit code- identifies TP and AQF level
Unit title - describes the unit outcomes
Application - describes how the unit is practically applied in
the industry and in what context(s) the unit may be applied
Unit sector - optional (sets of units related to an industry
What will be in a unit of competency
Elements describe actions or outcomes that are demonstrable and
Performance criteria describe the performance needed to demonstrate
achievement of the element.
expressed as a standard.
specify the required performance in relevant tasks, roles, and skills.
applied knowledge that enables competent performance.
What will be in a unit of competency
• This section describes those language, literacy, numeracy
and employment skills that are essential to performance.
• Foundation skills essential to performance in this unit, but
not explicit in the performance criteria are listed here,
along with a brief context statement.
CHCECE003 Provide Care for Children
This unit describes the knowledge and skills required by those working
with children to ensure the child's physical and emotional well being is
maintained and their self sufficiency is nurtured
Look at the unit and write down
what is required in this unitwhat are the main
things to demonstrate
This is what you are training and
assessing with units of competency
BSBWOR502 Lead and manage team effectiveness
This unit describes the skills and knowledge required to lead teams in the
workplace and to actively engage with the management of the
Look at the unit and write down
what is required in this unitwhat are the main
things to demonstrate
This is what you are training and
assessing on with training packages
Assessment Requirements
Performance Evidence
specifies the required product and process evidence.
specifies the frequency and/or volume of product/process evidence.
specifies the relationship between the product and process evidence and the
performance criteria.
Knowledge Evidence
specifies what the individual must know in order to safely and effectively
perform the work task described in the unit of competency.
relates directly to the performance criteria and/or range of conditions.
indicates the type and depth of knowledge required to meet the demands of
the unit of competency.
Assessment Conditions – describes conditions/assessor requirements
Exercise: Assessment requirements
Refer to CHCECE003 and BSBWOR502
Assessment conditions
How do the conditions differ?
Assessing knowledge
How would you gather the knowledge evidence for
Performance Evidence
How do these differ?
Foundation Skills – language, literacy, numeracy and employability skills
that are essential to performance
• ACSF – learning, reading, writing, oral
communication and numeracy
• Core Skills for Work – Navigate the
World of work; Get the Work Done;
Interact with Others
Every Unit has Foundation Skills
Reading – what indicates reading
• appropriate documentation
• comply with directions
• follow written procedures
• interpret and monitor
Writing- what indicates writing
• complete reports
• document
• identify
• inventory
Exercise: Foundation Skills
• What would indicate reading?
• What would indicate writing?
• What would indicate oral communication?
Refer to unit BSBWOR502 Lead and manage team
Section 4
Planning your training program &
your assessment
Step 1 Planning
Establish the needs of the training product
What is the work context of this qualification?
Check the qualification rules? The AQF level & volume of learning?
Think about the outcomes of your program – what does the
industry want? Have you consulted industry?
How will the training be delivered? (work based, self paced, face to
Any specialist conditions? (placement, equipment)
Check Implementation Guide
Step 2 Consult Resources
Implementation Guide - A mandatory work
placement has been included in several qualifications
in this training package.
CHC30113 Certificate III in Early Childhood Education
and Care 120 hours
Check • Learning Strategies Guide
• Knowledge Guide
• Assessment Strategies Guide
Step 3 Identify participants’ needs
• Are they workers, school leavers, mature learners or other?
• Do they have existing skills and knowledge? Experience?
• What is their current language, literacy and numeracy (LLN)
• Will they require additional support for LLN?
• Do they have special needs e.g. physical or intellectual
• Where will delivery and assessment take place?
• Work placements?
• Online delivery?
Step 3 Identify participants’ needs
• How will I identify participant’s needs?
• What are some examples of tailoring
programs to suit the needs of learners?
Step 4 Modes, structure & sequence
Identify how you will organise the program
Clustered delivery & assessment?
Modes of instruction & training?
What facilities will you use?
How much time has been allocated?
Step 4 The benchmark
The importance of mapping
You must study the units of competency and the assessment
requirements to make sure the requirements are covered. This is
best done through mapping.
Read the unit of competency and the assessment requirement to gain
a good understanding of what is required for learning & assessment.
Identify what needs to be taught, learnt and assessed
Sources resources
Decide how you will structure the program
Step 4 Be creative
Lecture PANEL Forum Debate Presentation
GROUP PROJECT Film Utube Film interviews
Group Discussion Buzz Groups Brainstorming
Workplace Practical demonstrations
Organising an event
Section 5
What does all this mean
for RTOs ?
Implications for RTOs
• Changes in planning processes
• Mapping of training to the units and assessment
• Amount of training & learning outlined/ AQF requirements
• Assessment requirements more specific
• Mapping of assessment tools
• Integration of Foundation Skills
• Changing resources
• Checking and mapping assessor requirements
• Covering the unit of competency and the
assessment requirements
Your planning needs to keep in mind the
Regulatory Standards.
Standards for Registered Training Organisations (RTOs) 2015
The RTO’s training and assessment strategies and
practices, including the amount of training they provide, are
consistent with the requirements of training packages and
VET accredited courses and enable each learner to meet the
requirements for each unit of competency or module in
which they are enrolled.
• Evidence on the amount of training to be provided?
• What content should you cover?
• What is the Volume of Learning for the qualification?
• Strategies and practices enable each learner to achieve
Standards for Registered Training Organisations (RTOs) 2015
1.2 For the purposes of Clause 1.1, the RTO determines the amount
of training they provide to each learner with regard to:
• the existing skills, knowledge and the experience of the
• the mode of delivery; and
• where a full qualification is not being delivered, the number
of units and/or modules being delivered as a proportion of
the full qualification.
• Standards now require that ‘amount of training’ is determined
relative to learner’s existing skills and knowledge and mode of
• Pretraining assessment, including LLN
Standards for Registered Training Organisations (RTOs) 2015
The RTO has, for all of its scope of registration, and consistent with its
training and assessment strategies, sufficient:
• trainers and assessors to deliver the training and assessment;
• educational and support services to meet the needs of the learner
cohort/s undertaking the training and assessment;
• learning resources to enable learners to meet the requirements for
each unit of competency, and which are accessible to the learner
regardless of location or mode of delivery; and
• facilities, whether physical or virtual, and equipment to
accommodate and support the number of learners undertaking the
training and assessment.
Standards now explicitly state that staff, facilities, resources and equipment
must be in place for the RTO’s entire scope of registration at all times.
Standards for Registered Training Organisations (RTOs) 2015
1.4 The RTO meets all requirements specified in the relevant
training package or VET accredited course.
Similar to 1.1
Follow training package requirements
Standards for Registered Training Organisations (RTOs) 2015
1.5 The RTO’s training and assessment practices are relevant
to the needs of industry and informed by industry
• Standards now explicitly require that training and
assessment practices are informed by industry
Standards for Registered Training Organisations (RTOs) 2015
1.6 The RTO implements a range of strategies for industry
engagement and systematically uses the outcome of that
industry engagement to ensure the industry relevance of:
its training and assessment strategies, practices and
resources; and
the current industry skills of its trainers and
• Standards now require that the currency of trainers and
assessors industry skills be informed by industry
Compliance issues
Volume of Learning- is it enough training to cover the requirements and
to prepare for assessment
Do not cover the unit in your training and assessment -Look at TAS,
resources, delivery plans, assessment tools
Consistency in own documents
Planning does not cover all the requirements – no consulting with industry
Packaging rules are incorrect
Codes are incorrect
Resources not appropriate
Merging of learning & assessment
Assessment not based on the unit of competency requirements
“Tick sheets” rather than assessment tools
Why TAS is important
• Essentially a plan of how you meet all the training and
assessment requirements outlined in the Training
package or curriculum document. It will be presented to
meet learner needs and reflect industry consultation.
What does it do?
It guides the trainer
It arranges the material to train with what suits the learner
It lists learner needs
It correctly lists the qualification - Codes, titles, packaging
• It lists the assessment approach -matrix
• It lists the trainers
• Validation approach
Activities to be undertaken in the development of a TAS
Determine industry requirements
Select qualification/units of competency
Resources needed
Mapping assessment & content
Determine target group needs
Determine delivery and assessment schedule
Determine evidence gathering/assessment method
Validate assessment strategies
Other details
Select a qualification
What is on your scope?
What units of competency can be offered?
Industry views on packaging?
Potential learner needs?
Development of your delivery plan (TAS) and unpacking are
The background of training packages
New Standards
Components of training packages
Unpacking the new units of competency
The importance of foundation skills
Unpacking new assessment requirements
Identify compliance issues in planning
Dept of Industry & Science
• Standards for Training Packages
• Standards for RTOs 2015
• Standards for VET Regulators
• Standards for VET Accredited Courses
How are training packages developed?
NSSC Training Package Development
and Endorsement Process Policy
describes the process by which
Training Packages are developed
and endorsed
New Standards for Training Packages
• New Standards for Training Packages were endorsed by
the Standing Council on Tertiary Education, Skills and
Employment (SCOTESE) on 16 November
• ISC preparing the conversion
to new training packages- go to their sites
No 4 Document
Getting information
Industry Skills Councils
Australian Skills Quality Authority – fact sheets
The quality stamp