Unpacking and Unpacking and Implementing Training Implementing Training PackagesPackages

Linda HopkinsLinda Hopkins

Workshop aims:Workshop aims:

to share the learning, issues, to share the learning, issues, experiences, resources and outcomes experiences, resources and outcomes

of the programof the program

andand

to identify ways of sustaining and to identify ways of sustaining and extending the learning and outcomes.extending the learning and outcomes.

Original workshopsOriginal workshops

1.1. Training packages and industry Training packages and industry consultationconsultation

2.2. Developing learning and assessment Developing learning and assessment strategies strategies

3.3. Developing learning and assessment Developing learning and assessment materials and tools materials and tools

4.4. Developing validation processesDeveloping validation processes

5.5. Monitoring and reviewMonitoring and review

Action Learning GroupsAction Learning Groups

Community Services - Aged CareCommunity Services - Aged Care

Hair and BeautyHair and Beauty

Carpentry and JoineryCarpentry and Joinery

HospitalityHospitality

Workshop 1 - Unpacking Workshop 1 - Unpacking Training PackagesTraining Packages

Challenges:Challenges:

clarifying which documents originate within clarifying which documents originate within TAFE NSW and which from ISCs;TAFE NSW and which from ISCs;

using the whole training package – using the whole training package – especially qualification frameworks and especially qualification frameworks and packaging rules, skill sets and assessment packaging rules, skill sets and assessment guidelines;guidelines;

contributing to the continuous improvement contributing to the continuous improvement and development of training packagesand development of training packages..

Workshop 1 - Industry Workshop 1 - Industry ConsultationConsultation

Issues:Issues:

If the ISC consults with industry, why does If the ISC consults with industry, why does the RTO need to do this too?the RTO need to do this too?

Different types of consultation are Different types of consultation are necessary for different purposes – eg, when necessary for different purposes – eg, when developing strategies for learning and developing strategies for learning and assessment; when evaluating programs.assessment; when evaluating programs.

RTOs need to take advantage of all forms of RTOs need to take advantage of all forms of contact to make consultation cost effectivecontact to make consultation cost effective..

Industry consultation – Industry consultation – some cost effective some cost effective methodsmethods

Short telephone or email surveys of Short telephone or email surveys of local employers/community groupslocal employers/community groups

Forums of students and teachers Forums of students and teachers who are also practitionerswho are also practitioners

Incorporating questions into other Incorporating questions into other existing forms of contact – getting existing forms of contact – getting into the habit of recording thisinto the habit of recording this

Workshop 2 - Developing Workshop 2 - Developing strategies for learning and strategies for learning and assessmentassessment

IssuesIssues

Which information is needed from Which information is needed from training packages?training packages?

How generic or specific should the How generic or specific should the strategies be?strategies be?

Who is going to do what in future?Who is going to do what in future?

How will this work be resourced within How will this work be resourced within Institutes?Institutes?

Issues in developing Issues in developing strategies that need TAFE-strategies that need TAFE-wide agreement?wide agreement?

Nominal duration of courses and unitsNominal duration of courses and units

Entry requirements for coursesEntry requirements for courses

Monitoring and reviewing coursesMonitoring and reviewing courses

Articulation arrangements and associated Articulation arrangements and associated issues, eg, grading of assessmentsissues, eg, grading of assessments

The need for consistencyThe need for consistency

In supporting documents:In supporting documents: Marketing materials – course informationMarketing materials – course information Timetables/programs Timetables/programs Budgets and plansBudgets and plans Class rollsClass rolls Completed assessment toolsCompleted assessment toolsANDAND Teacher/student experiencesTeacher/student experiences

Workshop 3 – Developing Workshop 3 – Developing assessment materialsassessment materials

Issues:Issues:

Ensuring consistency across the Institute;Ensuring consistency across the Institute;

Ensuring there are both assessment tasks Ensuring there are both assessment tasks and recording tools;and recording tools;

Identifying ways of sharing the workload;Identifying ways of sharing the workload;

Identifying ways of sharing the resources;Identifying ways of sharing the resources;

Version control;Version control;

Who should manage/lead this?Who should manage/lead this?

Workshop 3 - Developing Workshop 3 - Developing Unit Delivery GuidesUnit Delivery Guides

IssuesIssues Developing a consistent template to suit Developing a consistent template to suit

disparate needs; disparate needs;

Identifying ways of sharing the workload;Identifying ways of sharing the workload;

Identifying ways of sharing the resources;Identifying ways of sharing the resources;

Who should manage/lead this?Who should manage/lead this?

Workshop 4 - Assessment Workshop 4 - Assessment ValidationValidation

Issues:Issues: Narrow view of validation – validating tools Narrow view of validation – validating tools

only;only; Inconsistency in methods used;Inconsistency in methods used; Lack of collaboration in validation leading Lack of collaboration in validation leading

to lack of consensus and commitment – to lack of consensus and commitment – emphasis on form-filling;emphasis on form-filling;

Lack of full understanding of principles of Lack of full understanding of principles of assessment and rules for assessment assessment and rules for assessment evidence.evidence.

Validation can be of:Validation can be of:

Assessment processesAssessment processes

Assessment tools and materialsAssessment tools and materials

Assessment evidence, and decisions Assessment evidence, and decisions

made about the evidencemade about the evidence

Assessment validation Assessment validation approaches include:approaches include:

Meetings of assessors to review and Meetings of assessors to review and compare their own methods of conducting compare their own methods of conducting assessmentassessment

Meetings of assessors to review the Meetings of assessors to review the evidence collected for a group of evidence collected for a group of candidates and agree on the assessment candidates and agree on the assessment decisions – competent or notdecisions – competent or not

Supervision by a ‘lead’ assessor who Supervision by a ‘lead’ assessor who reviews the work of a number of reviews the work of a number of assessors to ensure consistencyassessors to ensure consistency

Assessment validation Assessment validation approaches include:approaches include:

Collaboration within a group of assessors Collaboration within a group of assessors to design assessment tasks and toolsto design assessment tasks and tools

Meetings of assessors to review the Meetings of assessors to review the feedback received from a number of feedback received from a number of assessment candidates assessment candidates

Teleconferencing Teleconferencing

If an intranet site is available, posting tools If an intranet site is available, posting tools for feedbackfor feedback

Planning validationPlanning validationArrangements to makeArrangements to make Availability of Availability of

participantsparticipants

Venue bookingVenue booking

Ensuring participants Ensuring participants have the knowledge/ have the knowledge/ skills requiredskills required

Catering if requiredCatering if required

Recording/reporting of Recording/reporting of outcomesoutcomes

Dissemination of action Dissemination of action plan and/or conclusions plan and/or conclusions reachedreached

Documents to organiseDocuments to organise Assessment plans, tools, Assessment plans, tools,

evidence, etc to be evidence, etc to be validatedvalidated

Units of competencyUnits of competency

Training package Training package assessment guidelinesassessment guidelines

AQF descriptorsAQF descriptors

Source documents/ Source documents/ materials such as materials such as candidate feedback or candidate feedback or completed assessmentscompleted assessments

Workshop 5 - Monitoring Workshop 5 - Monitoring and Reviewand Review

Issues:Issues:

Need for a consistent and systematic Need for a consistent and systematic approachapproach

Need for analysis – and subsequent Need for analysis – and subsequent actionaction

Inclusion of an appropriate mix of Inclusion of an appropriate mix of stakeholders and issuesstakeholders and issues

The Quality IndicatorsThe Quality Indicators

Competency completionCompetency completion

Employer satisfactionEmployer satisfaction

Learner engagementLearner engagement

Participant feedbackParticipant feedback

Issues:Issues:

How will the work be resourced?How will the work be resourced?

How can others learn what we have How can others learn what we have learned?learned?

How will the work be managed and How will the work be managed and who will lead/coordinate it?who will lead/coordinate it?

Participant feedbackParticipant feedback

Suggestions:Suggestions:

Participants to undertake mentoring and Participants to undertake mentoring and coaching of otherscoaching of others

Head Teachers to pass on learning and Head Teachers to pass on learning and resources to sections in other collegesresources to sections in other colleges

Extend use of Share Point – use one system Extend use of Share Point – use one system consistentlyconsistently

Regular updates/staff developmentRegular updates/staff development