August 2015

IMPLEMENTING THE NEWHLT AND CHC TRAINING PACKAGES

PURPOSE

Our goal is for you to leave today:• With a clear understanding of the changes

that have been made to the training packages and its components

• Feeling confident about working with the training packages

• With some new professional contacts

WHAT WE WILL SPEAK ABOUT TODAY

1. Introductions and overview

2. Reasons for change and new structure

3. The new look Units and Assessment requirements

4. Qualifications

5. The Companion Volumes

HOUSEKEEPING

CS&HISC WHAT WE DO?We have develop and maintain Training Packages that are used to ensure consistency and quality in training and support workforce development – as per requirements of industry

Standards for Registered Training Organisations (RTOs) 2015/AQTF

• Learner transition• Meeting trainer and assessor requirements (except if

additional)• Assessment evidence

Registering for revised Training Package components Amount of training – volume of learning Nominal hours Consult on accredited courses

CS&HISC WHAT WE DON'T DO?

INTRODUCTIONS

Activity 1Introduce yourself to the people at your table (name, where you work, your role). Discuss what questions / issues you would like addressed in this session.

Each table is to choose 3 questions / issues they would like addressed in the session today. Document these and report back to the larger group

DRIVERS OF CHANGE1. Drivers of change - Industry reform

• Changes in labour market – an ageing population and the need for an increased number of workers

• Changes in policy and service delivery models – CDC, person-centred approach, increase in home and community care, NDIS etc.

• Changes in approaches philosophies, terminology and models of practice

• Regulations – e.g. ECEC and Aboriginal Health Workers

• Concerns about the current delivery – lack of practicum, consistency of outcomes, length of training (Productivity Commission and ASQA report)

2. Drivers in the VET system

• 2012 Standards for Training Packages

CURRENT REVIEW – COMMENCED 2011 Consult stakeholders in all industry sectors within CS&HISC to review the CHC08 and HLT07 Training Package with particular emphasis on:• Ensure engagement and leadership through substantial industry

consultation

• Capturing advice from the full range of industry and VET stakeholders

• Ensuring the integrity of the sector requirements are maintained

• Maximising cross-sectoral commonalities

• Minimising duplication and inconsistencies between sectors

• Developing additional qualifications/skill sets for new and emerging roles and to fill skill gaps

• Ensuring compliance with Training Package policy requirements including processes and structure

• Ensuring consistent alignment to the Australian Qualifications Framework (AQF)

• Allowing for flexibility and portability

CS&HISC Board

Joint Training Package Advisory Committee (TPAC)

Industry Reference Group(IRG)

Subject Matter Expert Group(SMEG)

Public consultation and feedback(forums, online, submissions)

Subject Matter Expert Group(SMEG)

THE DEVELOPMENT PROCESSRIGOUR AND TRANSPARENCY

Working Groups(ad hoc & established where specialist advice is required)

Oversees and prioritises all development work across the CHC and HLT Training Packages, approves Continuous Improvement Work Plan

An industry specific standing group which provides sectoral advice to ensure review work meets industry needs and accurately reflects regulations, policies and national agenda

Technical expert groups to ensure accuracy of technical content and convened during review of Training Package content

Independent Board governs all ISC work

A combination of consultation methods to allow all stakeholders opportunity to contribute

Working groups to assist determining specialist content

CS&H Employers

Registered Training

Organisations (RTOs)

Professional Registration

Bodies

State &Territory

Authorities &ITABs

Workers & Employee

Representatives

ASQA, VRQA & WATAC

CS&H Consumers

& CarersJob

ServicesNetwork

Australian Industry and

SkillsCommittee

PeakAssociations

FederalGovernment

State & Territory

Governments

KEY CS&HISCSTAKEHOLDERS

REVIEW PROJECT PLAN 2011-2015

Phase 1

• Project Establishment• Initial Consultation• Research and Functional Analysis

Phase 2

• Draft Unit of Competency• Assessment Requirement and Qualification Development• Internal Moderation and QA

Phase 3

• Unit, Assessment Requirement• Qualification Revision• Internal Moderation and QA

Phase 4

• Validation of Endorsed Components• Editorial Report, Equity Report, QA Report• Companion Volumes drafted

Phase 5

• Case for Endorsement submitted• Final Companion Volumes drafted

TRAINING PACKAGE DEVELOPMENT& ENDORSEMENT PROCESS

Endorsed by AISC

Case for endorsement

Final version approved by

industry

Feedback validated by

industry

Public consultation

Industry consultation

Industry intelligence

e.g. from Continuous

Improvement Register

Training Package Quality Assurance

NEW COMPONENTS

NEW TRAINING PACKAGEDESIGN MODEL

Qualifications

Units of Competency

Assessment Requirements

Credit Arrangements

Implementation Guide: • describes the Training Package & provides

guidance on how it should be used

Other Companion Volumes that may accompany new Training Package content are:• Learning Strategies Guide• Knowledge Guide• Assessment Strategies Guide• Foundation Skills Guide• Work Placement Guide• First Aid Guide

Companion Volumes

Video 1: Units and Assessment Requirements (click on the link)

NEW DESIGN MODEL

Qualifications

Units of Competency

Assessment Requirements

Credit Arrangements

Qualification code Qualification title Qualification description

Packaging rules: core & elective units

Link to mapping information

Unit code Unit title Application

Elements & Performance criteria Foundation skills Link to unit mapping information

Performance evidence Knowledge evidence Assessment condition

Articulation for Diploma and Advanced Diploma Agreed credit arrangements

Endorsed Training Package Components

• Unit code – 3 alpha characters followed by no more than 12 alpha or numeric characters

• Unit title – concisely describes outcome• Application – how and where the unit is applied• Elements – Actions or outcomes that are demonstrable and

assessable• Performance criteria – the performance needed to demonstrate

achievement of the element • Foundation skills – LLN and employability skills required• Unit mapping – equivalence• Links – link to Companion Volume

• Each unit describes a discrete workplace function• Units describe skills at different levels of performance and complexity

UNITS OFCOMPETENCY

AssessmentRequirements

AssessmentRequirements

Performanceevidence

Ensures consistencyof outcome

• Product and process evidence

• Frequency and / or volume

• Relationship between the product and process evidence and the performance criteria

Knowledgeevidence

Application of knowledge, including

scope and depth• What the individual

must know to perform safely and effectively

• Knowledge for the performance criteria range of conditions

• Type and depth of knowledge

Assessmentconditions

Details the what, where and by

whom

• Mandatory conditions for assessment e.g. equipment,

• Simulated or workplace

ASSESSMENT REQUIREMENTS

CHCCOM001 Provide first point contact

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has: • provided information to 3 people presenting with multi-faceted needs • collected and documented identifying information for 3 people accessing

the service • used communication and problem solving skills to respond appropriately

to the behaviours of each of the following individuals at least once: - a person demonstrating aggressive behaviour - a person who is distressed - a person with a cognitive impairment

CHCCOM001 Provide first point contact

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:• use of suitable facilities, equipment and resources• modelling of industry operating conditions and contingencies, including:

- interactions with people and co-workers from a range of diverse backgrounds

- interactions with people displaying aggression, distress and cognitive impairment

- typical workplace reporting processes

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

ASSESSMENT REQUIREMENTS

Activity 2Review the unit and the assessment requirements for CHCLEG001 Work legally and ethically (on page 6 of your notes).

• What methods of assessment would you use and why?

• What evidence would you look for and how would you verify it?

RULES OF EVIDENCE

Rules of evidence

sufficient

valid

current

authentic

PRINCIPLES OF ASSESSMENT

Assessment principles

flexible

reliable

fair

valid

Examples of Assessment Requirements

Refer to page 13 in Participant Notes for Performance Evidence…

Refer to page 15 in Participant Notes for Assessment Conditions…

QUALIFICATIONS

Qualifications align to theAustralian Qualifications Framework

Qualifications inform courses & workforce development activities

Restrictive packaging rules are minimised

Qualifications support both multi-skilling and specialisation

Are based on job roles

Example of qualifications

Refer to page 18 in Participant Notes…

COLLABORATION WITH INDUSTRY

‘RTOs play a key role in helping organisations develop workforce plans that support good training & development outcomes such as increased completion rates and productivity improvements as just some examples.

This is especially the case in the Community Services & Health sector where resources and funds are so limited, and time is always of the essence. So good workforce plans are essential.’

COLLABORATION BETWEEN INDUSTRY AND RTO

Features for successful partnerships between RTOs and enterprise/industry included building trust and respect, having commitment to a common goal, working together, ongoing dialogue, flexibility in training and assessment arrangements, sharing ideas and developing a common language.

Negotiation Implementation Maintenance Evaluate & Review

QUALITY TRAINING & ASSESSMENT – INDUSTRY EXPECTATIONS

Industry & business context - holistic

Skill development needs defined

How best to structure training & assessment

Practical, relevant approach

Customised, flexible solution

Link to broader industry workforce development needs

SKILL SETS

Combination of units to meet an identified occupational or industry need

Add to skills recognition options

Support new directions & career development

Comprise a number of endorsed units

Examples of skill sets:Refer to page 27 in Participant Notes…

CHANGES ACROSS THE CS&H TRAINING PACKAGES

• Mandatory work placements; workplace assessment is mandatory for relevant units

• Enhanced simulated assessment e. g. All aspects of the performance evidence must have been demonstrated using simulation prior to being demonstrated in the workplace

• Assessment in workplace or simulation for relevant units

• New performance evidence describes volume and frequency of assessment e.g. responded to the goals and aspirations of at least 2 older people, 1 in a simulated environment and 1 in the workplace; provided support to 2 different people living with dementia

• Assessor requirements over and above the AQTF/Standards for RTOs 2015 requirements in some units – assessment by registered nurse for medication units

• Diversity is core in all qualifications

• Pre-requisites (units) and Entry Requirements (qualifications) have been removed

COMPANION VOLUMES

COMPANION VOLUMES

Implementation Guide

Knowledge Guide

Assessment Strategies Guide

Implementation Guide

Learning Strategies Guide

Assessment Strategies Guide

Knowledge Guide

Learning Strategies Guide

First Aid Guide

HLTCHC

Foundation Skills Guide

Work Placement Guide

Aboriginal and Torres Strait Islander Guides to remain separate

Video 2: Companion Volumes(Click on the link)

FOUNDATION SKILLS

FOUNDATIONSKILLS

Language, literacy& numeracy skills

Australian CoreSkills Framework

Employability skills As described in the Core Skills for Work

Framework

Video 3: Foundation Skills (Click on the link)

FOUNDATION SKILLS ACTIVITY

Foundation Skills: Activity 3Look at unit CHCDIV001 Work with diverse people (on page 29 of your notes), what Foundation Skills can you identify?

Tip: Use the Trigger Word List on Page 29. There is also one located in the Foundation Skills Companion Volume.

CHCDIV001 Work with diverse people• Learning skills to identify own social and cultural perspectives and biases;

reflect on own abilities to work inclusively with understanding of others; understand cultural competence; identify key areas of diversity and their characteristics; work within legal and ethical guidelines for working with people with a disability; understand rights and responsibilities of workers, employers and clients; understand key aspects of Aboriginal and Torres Strait Islander culture, including its diversity, social, political and economic issues, and how these can impact on engagement with services; identify potential needs of marginalised groups

• Reading skills to engage with information about diversity• Oral communication skills (both verbal and non-verbal) to establish, develop

and maintain effective relationships, trust and confidence; use strategies to overcome language barriers; seek assistance from interpreters; address difficulties with appropriate people; seek assistance when required;

• Problem solving skills to identify issues that may cause misunderstandings or difficulties and make an effort to sensitively resolve issues;

• Initiative and enterprise skills to research resources to support individuals and organisations to embrace and respond to diversity

• Self management skills to work with an awareness of own limitations; value diversity

FOUNDATION SKILLS TRAINING PACKAGE

The FSK Foundation Skills Training Package:• works in combination with other training

packages to support the achievement of vocational pathways

• describes the skills and knowledge that underpin vocational performance

• provides an opportunity for RTOs to select and deliver foundation skills units and qualifications that will enable learners to build the specific foundation skills required to achieve vocational competency.

Video 4: Using Foundation Skills TP (click on the link)

WHAT NEXT?

EQUIVALENCY

= or ≠ No qualification in the HLT or CHC training package is equivalent to its predecessor in HLT07 or CHC08.

No unit is equivalent.

WHAT ABOUT VOCATIONAL COMPETENCE?Trainers and assessors must have:• the vocational competencies at least to the level being delivered and

assessed• current industry skills directly relevant to the training and assessment

being provided, and• current knowledge and skills in vocational training and learning that

informs their training and assessment.

In addition:• TAE40110 Certificate IV in Training and Assessment, or its successor*,

or• a diploma or higher level qualification in adult education.

Recognition is at the discretion of the employing RTO and is subject to AQTF / Standards for RTO 2015 audit

http://www.asqa.gov.au/media-and-publications/meeting-trainer-and-assessor-requirements.html

INFORMATION from the VET REGULATORS (ASQA, VRQA, TAC)GENERAL DIRECTION:• Learner Transitionhttp://www.asqa.gov.au/news-and-publications/publications/general-directions/general-directions.html

FACT SHEETS:• Meeting Trainer and Assessor Requirements• Delivering Elective units• Using Third Party Evidence to Assess Competence• Registering for Revised Training Package Components• Amount of Training• Conducting Validationhttp://www.asqa.gov.au/news-and-publications/publications/fact-sheets/fact-sheets.html

Your issues revisited

Let’s revisit your priorities for the day from this morning’s first activity

Other Qs?

A list of FAQs will be available on CS&HISC website.

COMMUNITY SERVICES and HEALTH INDUSTRY SKILLS COUNCIL

• The remainder of the CHC08 Community Services and HLT07 Health Training Packages will be submitted for endorsement in October 2015. Work includes:

- Enrolled Nursing- Ambulance- Dental- Health Support Services- Public Health – Population and Indigenous Environmental Health- Client Services – celebrancy, counselling, family dispute resolution,

relationship education, statutory child protection etc

• From 31 December 2015 CS&HISC will be defunded. • From January 2016 New Arrangements for Training Product

Development for Australian Industry should be operational

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