1. . 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

2. . 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

3. . 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 program 2.Work within the vocational education and training policy framework 3.Develop learning program content 4.Design the structure of the learning program

4. . 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

5. . 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.)

6. . 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

7. . 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.

8. . 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.

9. . Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 1–9 TGA home page

10. . 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

11. . 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 DEEWR AQTF AQF ISC TGA NCVER RTO SCHOOLS NSSC UNIVERSITY

12. . 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

13. . 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

14. . 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?

15. . 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

16. . 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.

17. . 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.

18. . 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.

19. . 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.)

20. . 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

21. . 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

22. . 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?

23. . 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.

24. . 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

25. . Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 1–25 Contextualising Client NeedUnit element/performance criteriaContext 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 solution 2.1 Use gestures, posture, body language, facial expressions and voice to create a supportive selling environment 2.2 Apply listening skills to determine buyer needs 2.3 Use open-ended questions to identify buyer needs, preferences, motives and objections 2.4 Adjust presentation to match the needs and preferences of the buyer 2.5 Use persuasive communication techniques to secure buyer interest

26. . 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.

27. . 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 training 2.Access specialist learning support 3.Customise program to develop core LLN Skills

28. . 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.

29. . Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 1–29 Support levels SupportContextTextTask Complexity 1Full 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 3Moderate 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

30. . Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 1–30 4Minimal 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 5Little 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.)

31. . 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.

32. . 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

33. . 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

34. . 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.

35. . 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.

36. . 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.)