IMPLEMENTING THE NEW HLT and CHC Training Packages August 2015

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 Introductions and overview Reasons for change and new structure The new look Units and Assessment requirements Qualifications 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 Community Services and Health industry is a diverse industry, with a broad range of sectors and services

CS&HISC What we Don't do? 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

INTRODUCTIONS Activity 1 Introduce 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 CHANGE 1. 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 National Information Forum June 2012 THE DEVELOPMENT PROCESS RIGOUR AND TRANSPARENCY CS&HISC Board Independent Board governs all ISC work Oversees and prioritises all development work across the CHC and HLT Training Packages, approves Continuous Improvement Work Plan Joint Training Package Advisory Committee (TPAC) An industry specific standing group which provides sectoral advice to ensure review work meets industry needs and accurately reflects regulations, policies and national agenda Industry Reference Group (IRG) Technical expert groups to ensure accuracy of technical content and convened during review of Training Package content Subject Matter Expert Group (SMEG) Subject Matter Expert Group (SMEG) Working Groups (ad hoc & established where specialist advice is required) Working groups to assist determining specialist content A combination of consultation methods to allow all stakeholders opportunity to contribute Public consultation and feedback (forums, online, submissions) www.cshisc.com.au

Key CS&HISC Stakeholders CS&H Employers Registered Training Organisations (RTOs) Professional Registration Bodies State & Territory Authorities & ITABs Workers & Employee Representatives ASQA, VRQA & WATAC CS&H Consumers & Carers Australian Industry and Skills Committee Peak Associations Federal Government State & Territory Governments Job Services Network CS&HISC engages with a wide range of organisations as part of its work

REVIEW PROJECT PLAN 2011-2015 Phase 1 Phase 2 Phase 3 Phase 4 Phase 5 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 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

Industry intelligence e.g. from Continuous Improvement Register Training Package DEVELOPMENT & endorsement Process Industry intelligence e.g. from Continuous Improvement Register Industry consultation Public consultation Feedback validated by industry Final version approved by industry Case for endorsement Endorsed by AISC CLICK THROUGH Training Package development involves the analysis of industry intelligence and stakeholder feedback on specific content to review existing qualifications and units, develop new areas, make structural changes and delete obsolete components. For changes requiring endorsement this slide shows the key steps in the development and endorsement process The Training Package development process starts with industry intelligence collected on an ongoing basis by the ISC, e.g. from the Continuous Improvement Register & Environmental Scan stakeholder engagement process. On the basis of this intelligence, a timetable for the development and endorsement process for selected content is then agreed with the Department of Industry CLICK Selected existing training package content and relevant industry intelligence is presented to a group of industry representatives for initial consideration and discussion These industry representatives then develop the draft content collaboratively as part of a Subject Matter Expert (SMEG) SMEG membership is based on representation of key bodies as well as individuals’ expertise in relation to the content being reviewed SMEG members are expected to provide input that is informed by the views and feedback of the organisation and or network they represent These industry representatives (members of the SMEG) then agree on a revised draft that can be sent out for wider public consultation This process is facilitated by an online portal from which draft content can be downloaded and specific feedback submitted Feedback on the draft from the public consultation is then considered or ‘validated’ by the industry representatives on the SMEG Industry validated feedback is then incorporated into the draft content The industry consultation, public consultation, validation of feedback steps and associated content development are repeated a minimum of two times If the timetable and funding allow this part of the process can be repeated three or four times Industry approval of the final version of new content is first sought through the SMEG, then the relevant Industry Reference Group (IRG) and finally the Training Package Advisory (TPAC). These steps (2-5) are subject to our Training Package Quality Assurance Process Once IRG approval has been given, a case for endorsement can be made The decision to endorse new Training Package content is the responsibility of an external body (until recently the NSSC) Training Package Quality Assurance

NEW COMPONENTS

Assessment Requirements New TRAINING Package Design Model Qualifications 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 Units of Competency Assessment Requirements AUTO-ANIMATED As many of you would know each training package includes a number of different components Some of which are subject to an external endorsement process by the National Skills Standards Council (NSSC) Qualifications: the qualification is about the job role. Unit of competency: is a distinctive job function. They are the performance standard required in the workplace. Assessment requirements: Details what must be assessed, where the assessment takes place, the number of times it is to be assessed and by whom Credit arrangement: Articulation form VET into higher Education. However articulation can work both ways. E.g. you can have an undergrad who would require a VET qual or skill set to be job ready. Currently credit arrangements are negotiated with individual universities, however, the intent of the two new regulators ASQA (the new VET regulator) and TEQSA (the higher ed regulator) is to combine higher ed with VET, which will create a single tertiary sector. In addition, Companion volumes provide guidance to support implementation, these documents are not endorsed however they are quality assured. Implementation Guides are mandatory, and are maintained alongside each training package. Additional companion volumes may also be developed to support implementation in a specific sector. These may include: learning guide, Knowledge guide, Assessment Strategy guide Credit Arrangements

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

Assessment Requirements New Design Model Endorsed Training Package Components Qualifications Qualification code Qualification title Qualification description Packaging rules: core & elective units Link to mapping information Units of Competency Unit code Unit title Application Elements & Performance criteria Foundation skills Link to unit mapping information Assessment Requirements Performance evidence Knowledge evidence Assessment condition AUTO-ANIMATED Each of the endorsed components of Training Packages can be broken down into a number of required elements – shown here is the CS&HISC approach The endorsed components are endorsed regulated by the National Skills Standards Council (NSSC) (as of 1st of July last year) formally the NQC. Qualifications: the qualification is about the job role. Unit of competency: is a distinctive job function. They are the performance standard required in the workplace. Assessment requirements: Details what must be assessed, where the assessment takes place, the number of times it is to be assessed and by whom Credit arrangement: Articulation form VET into higher Education. However articulation can work both ways. E.g. you can have an undergrad who would require a VET qual or skill set to be job ready. Currently credit arrangements are negotiated with individual universities, however, the intend of the two new regulators ASQUA (the new VET regulator) and TEQSA (the higher ed regulator) is to combine higher ed with VET, which will create a single tertiary sector. Credit Arrangements Articulation for Diploma and Advanced Diploma Agreed credit arrangements

Units of competency Each unit describes a discrete workplace function Units describe skills at different levels of performance and complexity 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 AUTO-ANIMATED Within a training package there are three different types of structural components – the ‘unit’ is the smallest Each unit describes a discrete workplace function and there is clear, explicit different differentiation between units Units reflect applied knowledge, with specific knowledge evidence detailed in the Assessment Requirements Units describe skills at different levels of performance & complexity, however units do not have qualification levels (sometimes skills described in one unit may be used by people in jobs at different qualification levels) Prerequisite units are no longer used - If a qual needs extra units they will be part of the qualification - not hidden.

Assessment Requirements Assessment conditions Assessment Requirements Performance evidence Ensures consistency of outcome Product and process evidence Frequency and / or volume Relationship between the product and process evidence and the performance criteria Knowledge evidence 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 Assessment conditions Details the what, where and by whom Mandatory conditions for assessment e.g. equipment, Simulated or workplace Assessment Requirements AUTO-ANIMATED Assessment requirements under the new design model involve: Performance evidence: It is to ensure consistency of outcome, it shouldn’t matter where it is assessed or by whom it need to be consistent and be set by industry Knowledge evidence: should relate directly to the unit of competency and specifically address the knowledge requirements of the elements and performance criteria. Also the knowledge evidence needs to be evidence based on the output. Assessment conditions: This is where we can specify wether assessment takes place within the workplace or a simulated environment. We have received feedback from various sectors of industry that the simulated learning and training environment also turns into the assessment environment and that has created people holding a qualification who have not set foot into the workplace. This problem has become apparent especially in children's services and aged care sectors. We need to provide leaners with the opportunity to experience a real life situation and know of what is expected of them in the workplace. So we need to be very specific around whether assessment takes place within the workplace or in a simulated environment. Training can take place in a simulated environment but if industry specifies that the assessment must be done in the workplace then this is where it can be specified. We have the opportunity to be very detailed on what the simulated assessment environment is. Sometimes this is not possible, for example there is a unit around child protection/mandatory reporting this would have to be assessed in a simulated environment as this should not be assessed in the workplace in order to protect the safety of the child. Assessment will have to be conducted in a simulated environment. But then we need to be very specific on what the simulated environment is; what procedures, what staffing, what are the learners responsibilities, who do they report to, how do they report, etc.

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 2 Review 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 Are based on job roles Qualifications align to the Australian Qualifications Framework Qualifications inform courses & workforce development activities Restrictive packaging rules are minimised AUTO-ANIMATED If a unit of competency is a distinctive job function then the qualification is about the job role. Qualifications inform courses and workforce development activities as they define what is skills and knowledge required for a role, i.e. the outcome of courses and activities. However qualifications do not define how these outcomes are met or training and other development activities are delivered. Restrictive packaging rules are minimised - We have already done some work in this area through the flexibility packaging rules (1/3 have to be elective and 1/6 imported). You might remember the cases for exception and exemptions. Pre reqs have been removed. If a qual needs extra units they will be part of the qualification - not hidden. Qualifications support multi-skilling and specialisation The new Certificate III in Individual Support has a core set of competencies and offers specialisations in Ageing Support, Home and Community Support as well as Disability. The qualification offers flexibility for a learner to choose a range of electives to meet their job role, however also maintains the integrity of the current qualifications in that a learner can undertake either one or two specialisations, which would be identified on their transcript. Qualifications support both multi-skilling and specialisation

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 To achieve a beneficial outcome there needs to be collaboration between the employer and the RTO – this is especially important for work placements. Employer should not just get dumped with the assessment. It’s the duty of the RTO to come and assess the student, sure there may be a few things such third party evidence reports or signing student log books etc but the RTO is the one ultimately responsible for assessment. And because this is now a component of the TP RTOs need to show this as part of their assessment strategies to the regulator and therefore should have things in place. Unless a person in the organisation has a TAE the RTO in most cases should be assessing the student. See slide 1. Negotiation: Once ready for a partnership, the RTO and enterprise/industry come together to reach an agreement about what the partnership will deliver. Issues such as cost, resourcing, obligations, and performance of specific tasks should be discussed and agreed on at this stage. 2. Implementation: This is the RTO and enterprise/industry getting the partnership in place in their organisation. 3. Maintenance: Once a partnership is in place, both the RTO and enterprise/industry will need to contribute to its success. 4. Evaluation and Review: The RTO and enterprise/industry need to evaluate the outcomes of the training and assessment. They also need to review how the partnership performed. What were the benefits and challenges, and would they continue the relationship?

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 Comprise a number of endorsed units Examples of skill sets: Combination of units to meet an identified occupational or industry need Add to skills recognition options Support new directions & career development AUTO-ANIMATED Like qualifications skill sets comprise a number of endorsed units – however, unlike qualifications they are not endorsed structural components of the TP. A skill set may comprise any combination of units in order to meet an identified occupational or industry need, including units that: vary in scope and complexity originate in different Training Packages Provide additional skills recognition options but do not replace qualifications. As such skill sets are designed to support new directions & career development, including the acquisition of new skills after the achievement of full qualifications For example qualified ambulance workers are able to undertake a skill set on dementia. This skill set was made available in response to an identified need for ambulance workers to be able to identify a person with dementia, who might otherwise be mistaken for drunk and violent. A leaner can use a skill set to broaden their skills so that they are better equipped to respond to clients’ needs, such as aged care workers completing a skill set in disability or dementia. 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 CHC HLT Implementation Guide Implementation Guide Assessment Strategies Guide Assessment Strategies Guide Aboriginal and Torres Strait Islander Guides to remain separate Knowledge Guide Knowledge Guide Learning Strategies Guide Learning Strategies Guide First Aid Guide Foundation Skills Guide Work Placement Guide

Video 2: Companion Volumes (Click on the link)

FOUNDATION SKILLS

Language, literacy & numeracy skills Australian Core Skills Framework Foundation Skills Language, literacy & numeracy skills Australian Core Skills Framework Employability skills As described in the Core Skills for Work Framework Foundation Skills are understood to be a combination of the Language, literacy and numeracy skills included in the Australian Core Skills Framework and Employability Skills described in the Core skills for work framework Where possible, these are explicit in the performance criteria of each unit of competency in the Training Packages. The Australian Core Skills Framework identifies the following foundation skills: Learning Reading Writing Oral communication Numeracy The Core Skills for Work framework identifies the following foundation skills: Communication Teamwork Problem solving Initiative & enterprise Planning & organising Self Management Technology

Video 3: Foundation Skills (Click on the link)

Foundation Skills ACTIVITY Foundation Skills: Activity 3 Look 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 Transition http://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 Validation http://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

Stay in touch Telephone: 02 8226 6600 cshisc.com.au Facsimile: 02 8226 6601 General enquiries: admin@cshisc.com.au cshisc.com.au youtube.com/cshisc twitter.com/cshisc linkedin.com/cshisc facebook.com/cshisc vimeo.com/cshisc