1. IMPLEMENTING THE NEW HLT and CHC Training Packages
August 2015

2. 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

3. 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

4. HOUSEKEEPING

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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)

11. 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

12. 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

13. 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

14. NEW COMPONENTS

15. 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

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

17. 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

18. 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.

19. 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.

20. 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

21. 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.

22. 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?

23. RULES OF EVIDENCE
Rules of evidence
sufficient
valid
current
authentic

24. PRINCIPLES OF ASSESSMENT
Assessment principles
flexible
reliable
fair
valid

25. Examples of Assessment Requirements
Refer to page 13 in Participant Notes for Performance Evidence…
Refer to page 15 in Participant Notes for Assessment Conditions…

26. 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

27. Example of qualifications
Refer to page 18 in Participant Notes…

28. 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.’

29. 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?

30. 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

31. 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…

32. 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 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

33. COMPANION VOLUMES

34. 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

35. Video 2: Companion Volumes (Click on the link)

36. FOUNDATION SKILLS

37. 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

38. Video 3: Foundation Skills (Click on the link)

39. 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.

40. 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

41. 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.

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

43. WHAT NEXT?

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

45. 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

46. INFORMATION from the VET REGULATORS (ASQA, VRQA, TAC)
GENERAL DIRECTION:
Learner Transition
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

47. 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.

48. 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 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

49. Stay in touch Telephone: 02 8226 6600 cshisc.com.au
Facsimile:
General enquiries:
cshisc.com.au
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twitter.com/cshisc
linkedin.com/cshisc
facebook.com/cshisc
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