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Transcript of . Copyright 2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment...
. Copyright 2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 1–1
TAE40110
Certificate IV in Training and Assessment
. Copyright 2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 1–2
Learning Design
Part One
. Copyright 2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 1–3
TAEDES401A Design & develop learning programs
Elements:1. Define the parameters of the learning program2. Work within the vocational education and training
policy framework3. Develop learning program content4. Design the structure of the learning program
. Copyright 2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 1–4
Stakeholders
• Corporations, enterprises, business organisations or Government departments
• Individuals undertaking apprenticeships or traineeships
• Groups of learners attending the same course
. Copyright 2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 1–5
• Internal stakeholders from your own organisation: trainers, admin staff
• Candidates for assessment only – who are looking for recognition of prior learning (RPL) or current skills (RCC)
Stakeholders (cont.)
. Copyright 2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 1–6
Purpose of a learning program• Doing an apprenticeship or traineeship• Refresh or update current skills• Learning new procedures or tasks• Professional Development (PD) to keep staff
current• Develop language, literacy or numeracy skills• Meeting legislation, licensing or registration
conditions• Taking corrective action to improve staff
performance• Change career paths
. Copyright 2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 1–7
Competency standards
Competency can be:• based on organisational requirements – the level to
which a task must be performed to meet the organisation’s standards (or benchmarks)
• based of the units of competency in a formal training course – ensuring that a learner is able to satisfy the performance criteria, required skills and knowledge of the individual units (or subjects) that make up the training course.
. Copyright 2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 1–8
Accessing competency standards
• Competency standards can be found in:– organisational policies and procedures
– a variety of government websites – particularly the TGA (Training.gov.au) for formal training packages.
. Copyright 2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 1–9
TGA home page
. Copyright 2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 1–10
Characteristics of a target learner group
• People already in the workforce
• School graduates• Those who have very
specific needs• Those needing only a
refresher• Apprentices or trainees• Individuals learning new
skills
• Unemployed people wishing to improve their employability skills
• Learners from other countries
• Individuals or groups who need to meet licensing or other regulatory requirements
. Copyright 2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 1–11
Overview of VET in Australia
DEEWRDEEWR
AQTFAQTF
AQFAQF ISCISCTGATGA
NCVERNCVER
RTORTOSCHOOLSSCHOOLS
NSSCNSSC
UNIVERSITYUNIVERSITY
. Copyright 2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 1–12
Developing program content
• Determining specific subject matter content• What does the learner need to know?
– Needs of the specific organisation or learner– Requirements of the training package
• Looking at learning resources – use existing resources or develop your own to suit the learning program
• Assessment considerations – how will the learner’s competency be measured
. Copyright 2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 1–13
Training & Assessment Strategy
• Name of the organisation
• Time frames• Qualification details• Units of competency
included in the qualification
• Target audience / clients
• Course structure
• How competence will be assessed
• Evidence required• Staffing needs and
qualifications• Validation and
moderation processes• Pathways• Delivery modes to be
used
. Copyright 2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 1–14
Risk Management
How will you deal with:• Trainer/s who call in sick?• Missing learners who fall behind lessons?• Venues that become unavailable?• Faulty equipment?• Inappropriate facilities?• Access issues?• OHS issues?
. Copyright 2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 1–15
TAEDES402A Use Training Packages and Accredited Courses to meet client needs
Elements:
1. Select appropriate training package or accredited course
2. Analyse and interpret the qualifications framework
3. Analyse and interpret units of competency and accredited modules
4. Contextualise units and modules for client applications
5. Analyse and interpret assessment guidance
. Copyright 2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 1–16
What is a training package?
A set of nationally endorsed standards and qualifications used to recognise and access the skills
and knowledge people need to perform effectively in the workplace.
They are the key resource for RTOs in the delivery of structured accredited training.
. Copyright 2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 1–17
What is an accredited course?
When a client’s training needs cannot be met by a course within the guidelines of an existing training
package, nationally recognised training may still be offered by developing a new accredited course.
. Copyright 2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 1–18
Qualification levels in VET
Certificate I – very basic entry-level training
Certificate II – entry-level, but assumes some basic knowledge
Certificate III – assumes a moderate amount of skills and knowledge
Certificate IV – requires an entry level of at least Certificate III skills and knowledge or equivalent work experience.
. Copyright 2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 1–19
Diploma – requires skill and knowledge levels of at least Certificate IV or equivalent work experience
Advanced Diploma – thorough skills and knowledge of the subject are assumed
Graduate Certificate or Diploma – Advanced Diploma or Diploma are required (or relevant Certificate III or IV with significant work experience)
Qualification levels in VET (Cont.)
. Copyright 2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 1–20
Parts of a unit of competency• Unit descriptor• Employability skills• Elements• Performance criteria• Required skills and knowledge• Range statement• Evidence guide
• Critical aspects of assessment
• Context of assessment
• Methods of assessment
. Copyright 2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 1–21
Interpreting a qualification
• Descriptor• Job roles• Qualification pathways• Licensing, legislative, regulatory or certification
considerations• Qualification rules
. Copyright 2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 1–22
Choosing suitable units of competency
Issues to consider:
• What is the purpose of the training?• What is the desired outcome?• Who are the target audience?• What is their role in their organisation?
. Copyright 2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 1–23
Linking and contextualising
To ensure that units chosen for a learning program are in line with individual client needs, the elements, performance criteria, required skills and knowledge must be discussed with clients and links established between their own organisational goals and the AQF
requirements.
. Copyright 2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 1–24
Dimensions of competency
• Task skills• Task management skills• Contingency management skills• Job / role environment skills
. Copyright 2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 1–25
ContextualisingClient Need Unit element/performance criteria Context
Specific requirements for OceanWorld:
staff must endeavour to use customer’s name wherever possible.
Staff must use correct OceanWorld terms for all products / services
Staff are required to upsell on appropriate products and/or offer add on products and services to maximise sales
Deliver customer service through appropriate communication skills
Element 2: Present a sales solution2.1 Use gestures, posture, body language, facial expressions and voice to create a supportive selling environment2.2 Apply listening skills to determine buyer needs2.3 Use open-ended questions to identify buyer needs, preferences, motives and objections2.4 Adjust presentation to match the needs and preferences of the buyer2.5 Use persuasive communication techniques to secure buyer interest
. Copyright 2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 1–26
Reasonable adjustment
Where access and equity issues exist for a learner, an RTO must take reasonable steps to consult, consider
and implement adjustments for that learner.
The purpose of reasonable adjustment is to provide these learners with the same or equal opportunities as
those without disabilities.
. Copyright 2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 1–27
TAELLN401A Address adult language, literacy and numeracy skills
Elements:
1. Determine the core LLN requirements of the training2. Access specialist learning support3. Customise program to develop core LLN Skills
. Copyright 2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 1–28
What are core skills?Learning – needed to understand and absorb new
tasks, skills or procedures
Reading – needed to interpret instructions, manuals, memos and letters or emails
Writing – needed to produce reports, letters, instructions
Oral communications – which are needed when dealing with customers and colleagues as well as telephone inquiries
Numeracy – needed when making financial plans, calculating fees and charges or giving change.
. Copyright 2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 1–29
Support levels Support Context Text Task Complexity 1 Full support
Works alongside expert /mentor
Prompting and modelling provided
Highly familiar contexts
Concrete and immediate
Very restricted range of contexts
Short and simple
Highly explicit purpose
Limited, highly familiar vocabulary
Concrete tasks of 1 or 2 processes, e.g. locating, recognising
2 High level support
May work with expert /mentor
Modelling available and accessible if requested
Familiar and predictable contexts
Limited range of contexts
Simple familiar texts with clear purpose
Familiar vocabulary
Explicit tasks involving a limited number of familiar processes, e.g. identifying, interpreting
3 Moderate support
Advice and modelling available
Range of familiar contexts
Some less familiar /routine contexts
Some specialisation in routine contexts
Routine texts
May include some unfamiliar elements and embedded information
Includes some specialised vocabulary
Tasks include a number of steps within the one task, e.g. sequencing, basic inferencing, extrapolation and integration
. Copyright 2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 1–30
4 Minimal support, as requested
Establishing own support resources
Range of contexts including some that are unfamiliar and/or unpredictable
Some specialisation in non-routine contexts
Complex texts
Embedded information
Includes specialised vocabulary
Includes abstraction and symbolism
Complex task analysis involving application of a number of processes, e.g. extracting, comparing and interpreting information
5 Little or no support
Initiates support from own established resources
Broad range of contexts
Adaptability within and across contexts
Specialisation in one or more contexts
Highly complex texts
Highly embedded information
Includes highly specialised language
Sophisticated task analysis including interpretation, analysis, reflection, synthesis, evaluation and recommendation
Support levels (cont.)
. Copyright 2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 1–31
Determining core skill levels
The determination of the core skill requirements of your learning program will fall into two categories:
1.Core skills based on formal training packages. These will be influenced by AQTF standards and conditions.
2.Core skills based on organisational requirements. These will be influenced by the internal benchmarks and standards needed to fulfil a task or tasks.
. Copyright 2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 1–32
Determining the core LLN skills of the learner
• Interviewing candidates• Observation on the job – watching candidates
perform their daily tasks• Ask the learner to write something• Ask the learner to read from a range of workplace
documents• General testing of reading, writing and
mathematical skills• Information from supervisors who work with the
learner
. Copyright 2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 1–33
Additional assistance and support
A learner may require extra assistance for a number of reasons including (but not limited to):
• chronic illness• family moving• family disturbances• disabilities• non-English speaking backgrounds
. Copyright 2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 1–34
Additional assistance and support (cont.)
• specialist in-house support services• Workplace English Language and Literacy (WELL)
program support • specialist consultants can be engaged on a case by
case or one off basis to assist learners• mentoring• government and community support services.
. Copyright 2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 1–35
Support strategies
• demonstrating LLN practices to be learned in a workplace context so that learners can clearly observe what is required of them
• using plain English appropriate for the learner
• providing simplified explanations of underpinning principles and concepts
• encouraging use of learners’ personal word lists and dictionaries.
. Copyright 2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 1–36
• providing interpreters where language problems are clearly evident
• using graphics and photos wherever possible to make a point and ensure learner understanding
• using video and/or audio recordings of texts and other material to support the training program
• mentoring in a learning situation
• acknowledging and building on current strengths of learners.
• providing opportunities to discuss, attach importance to, and build on different culturally-based behaviours and values
Support strategies (cont.)