Bringing Training Alive! What the new Training Packages mean for you!

August 2015

Bernadette Delaney

Session Aims• A better understanding of training packages• New Standards• Understand the components of training packages• Use of companion volumes• Navigating content to plan your training program• New assessment requirements• Implications for RTOs• Identify compliance issues in planning

Section 1

What are Training Packages and How are they developed?

What do training packages describe?

Training packages describe workplace standards, not

training or education.

What do training packages describe?

• Set of nationally endorsed standards, assessment requirements and qualifications

• Provide guidance on the content & topics of your training• Provide guidance on the amount of training• Provide assessment requirements

Training packages do not -• provide an off-the-shelf resource ready

to be used for training.• describe how people should be

trained, or provide information on delivery and funding

Understanding the development process assists in devising your training program

Extensive work to research and

develop TP

Changes made update/reflect

industry requirements

TP qualifications are designed as a best fit for the job outcome & AQF descriptors

All of the TP qualifications to be considered in

delivery & assessment

What is the process ?SKILL NEEDS IDENTIFIED Research need, define job components, underlying knowledge, gain agreement, validation

TRAINING PRODUCT DEVELOPED & ENDORSED- write units of competency & establish qualifications & rules, industry agreement, validation. Companion Volumes & resources

RTOs- Develop training & assessment strategies & resources STUDENTS & EMPLOYERS – choose desired training/qualification

TRAINERS deliver content & student is assessed INDUSTRY receive skills they require as graduates apply skills learnt to the workplace STUDENTS have qualifications for the workplace .

Consider these qualifications

Diploma of Leadership & Management– What does the title tell us ?– Why has the qualification title changed from the previous one?– What knowledge does a manager need?– What skills does a manager need?– What sort of environments do they work in?

Refer BSB51915 Diploma of Leadership and Management

Qualifications to considerCertificate III in Early Childhood Education & Care– What type of worker undertakes this qualification?– How responsible do they need to be?– Why are there so many core units?– What do the core units tell us ?– What sort of environments do they work in?

Refer to CHC30113 Certificate III in Early Childhood Education and Care

Changing qualificationsReflection – write down your points

How have the skills and knowledge changed in these two occupations over the last few years and why have they changed ?Refer to mapping information on BSB51915 and CHC30113 .

Changing qualificationsReflection• Change from management to leadership and management.• Additional skills for managers, manager as ‘leader’.

• Children’s services changed to child care educator. Over the years this has changed from child care worker to child care educator. CHCECE009 Use an approved learning framework to guide practice

• HLTFA311A Apply first aid changed to HLTAID004 Provide an emergency first aid response in an education and care setting

Section 2

Changes in Training Packages

Why did Training Packages change?• Wanted to make TP clearer and easier to use• Make a clearer work standard• Reduce size and complexity• The set out of a unit of competency has changed• Assessment is separated and clearer• Companion volumes contain implementation information

Changes related to improvements/ addressing issues

Old Style versus New StyleTRAINING PACKAGES

Older Style Newer Style

ENDORSED COMPONENTS

• Units of Competency

• Introductory information including assessment guidelines

• Qualifications

• Units of competency

• Assessment requirements

• Qualifications• Credit

Arrangements

NON ENDORSED COMPONENTS

Support Resources Companion Volumes

New Training Package

Endorsed

Companion Volumes

Units of Competency

Assessment Requirements

Qualifications

Credit Arrangements

RTO Implementation Guides

Learning Strategies Guide

Knowledge Guide

Assessment Strategies Guide

Sample of endorsed ‘new look’ Training Packages

• AUM Automotive Manufacturing• AUR Automotive Retail, Service and Repair• BSB Business Services• CHC Community Services• FNS Financial Services• ICP Printing and Graphic Arts• ICT Information & Communications Technology• HLT Health• CUV Arts and Culture• CUA Live Performance and Entertainment• FSK Foundation Skills• TAE Training and Education• MSF Furnishing• SIF Funeral Services• RII Resources and Infrastructure• MAR Maritime

New - CodingOld coding New coding

CHC08 Community Services CHC Community Services

BSB07 Business Services BSB Business Services

Year of endorsement no longer included

QUALIFICATION CODES TP identifier, AQF level, sequence identifier, year endorsedBSB51915 Diploma of Leadership and Management

UNIT CODES no longer include a version identifier (A, B, C, D, etc) at the end of their code. As new style units of competency are updated, they are given a new ‘release’ or version number, e.g., TAEDES401, Release 1; TP identifier, sector, numbersCHCECE003 or BSBWOR502

New - Companion VolumesImplementation Guides• Mapping• Imported units• Implementation information• Resources

Other volumes- assessment strategies, learning strategies

In summary : What has changedNEW TRAINING PACKAGEEndorsedUnit of competencyAssessment RequirementsQualificationsCredit arrangementsAND mandatoryCompanion Volumes- ImplementationREPLACESLarge volume of training package

Section 3

Changes in units & assessment in the new training packages ?

OLDER STYLE NEW STANDARDS

Unit code/Unit title Unit code/Unit title

To Application & CV

Employability Skills Removed , used in FS for some TP

Prerequisite units Prerequisite units (optional)

Application of the unit Application/content/licensing

Elements & Performance criteria Elements & Performance criteria

Required skills & knowledge Embedded/Foundation Skills

Evidence Guide New assessment requirements

Range Statement Range of Conditions (optional)

Unit mapping information

Links to Companion Volume

Unit descriptor

OLDER ASSESSMENT NEW ASSESSMENT

Elements, Performance Criteria, Required Knowledge

Knowledge Evidence

Elements, Performance criteria, Required Skills Performance Evidence

Evidence Guide: critical aspects for assessment and evidence required to demonstrate this unit of competency

Assessment conditions- conditions for assessment, assessor requirements, materials, resources, physical conditions etc.

Access and Equity Considerations CV

Context of and specific resources for assessment

Conditions & CV

Method of Assessment CV

Links to Companion Volume Implementation Guide

Changes in Units & Assessment

Refer to CHCECE003 unit and assessment requirements Provide Care for ChildrenAnd the old unit - CHCCN302A Provide care for children .

Examine the set out to see the changes .

Why are these units not equivalent?

What will be in a unit of competency

Modification historyUnit code- identifies TP and AQF levelUnit title - describes the unit outcomesApplication - describes how the unit is practically applied in the industry and in what context(s) the unit may be appliedUnit sector - optional (sets of units related to an industry sector)

What will be in a unit of competency

ELEMENTS Elements describe actions or outcomes that are demonstrable and assessable.

PERFORMANCE CRITERIA Performance criteria describe the performance needed to demonstrate achievement of the element. expressed as a standard. specify the required performance in relevant tasks, roles, and skills. applied knowledge that enables competent performance.

What will be in a unit of competency

FOUNDATION SKILLS • This section describes those language, literacy, numeracy

and employment skills that are essential to performance. • Foundation skills essential to performance in this unit, but

not explicit in the performance criteria are listed here, along with a brief context statement.

RANGE OF CONDITIONS - optionalUNIT MAPPINGLINKS

ConsiderCHCECE003 Provide Care for ChildrenThis unit describes the knowledge and skills required by those working with children to ensure the child's physical and emotional well being is maintained and their self sufficiency is nurtured

Look at the unit and write down what is required in this unit- what are the main things to demonstrate

This is what you are training and assessing with units of competency

ConsiderBSBWOR502 Lead and manage team effectiveness This unit describes the skills and knowledge required to lead teams in the workplace and to actively engage with the management of the organisation.

Look at the unit and write down what is required in this unit- what are the main things to demonstrate

This is what you are training and assessing on with training packages

Assessment RequirementsPerformance Evidence• specifies the required product and process evidence. • specifies the frequency and/or volume of product/process evidence. • specifies the relationship between the product and process evidence and the

performance criteria.

Knowledge Evidence• specifies what the individual must know in order to safely and effectively

perform the work task described in the unit of competency. • relates directly to the performance criteria and/or range of conditions. • indicates the type and depth of knowledge required to meet the demands of

the unit of competency.

Assessment Conditions – describes conditions/assessor requirements

Exercise: Assessment requirements

Refer to CHCECE003 and BSBWOR502Assessment conditionsHow do the conditions differ?Assessing knowledgeHow would you gather the knowledge evidence for CHCECE003?Performance EvidenceHow do these differ?

Foundation Skills – language, literacy, numeracy and employability skills that are essential to performance

• ACSF – learning, reading, writing, oral communication and numeracy

• Core Skills for Work – Navigate the World of work; Get the Work Done; Interact with Others

Every Unit has Foundation SkillsReading – what indicates reading• appropriate documentation• comply with directions• follow written procedures• interpret and monitorWriting- what indicates writing• complete reports• document• identify• inventory

Exercise: Foundation Skills 34• What would indicate reading?• What would indicate writing?• What would indicate oral communication?

Refer to unit BSBWOR502 Lead and manage team effectiveness

Section 4

Planning your training program & your assessment

Step 1 Planning

Establish the needs of the training productWhat is the work context of this qualification?

Check the qualification rules? The AQF level & volume of learning?

Think about the outcomes of your program – what does the industry want? Have you consulted industry?

How will the training be delivered? (work based, self paced, face to face)

Any specialist conditions? (placement, equipment)

Check Implementation Guide

Step 2 Consult ResourcesImplementation Guide - A mandatory work placement has been included in several qualifications in this training package. CHC30113 Certificate III in Early Childhood Education and Care 120 hours Check -

• Learning Strategies Guide • Knowledge Guide • Assessment Strategies Guide

Step 3 Identify participants’ needs• Are they workers, school leavers, mature learners or other?• Do they have existing skills and knowledge? Experience?• What is their current language, literacy and numeracy (LLN)

level?• Will they require additional support for LLN?• Do they have special needs e.g. physical or intellectual

disability?• Where will delivery and assessment take place?• Work placements?• Online delivery?

Step 3 Identify participants’ needs

Reflection

• How will I identify participant’s needs?• What are some examples of tailoring

programs to suit the needs of learners?

Step 4 Modes, structure & sequence

Identify how you will organise the programClustered delivery & assessment? Modes of instruction & training?What facilities will you use?How much time has been allocated?Resources?

Step 4 The benchmark

The importance of mapping

You must study the units of competency and the assessment requirements to make sure the requirements are covered. This is best done through mapping.

• Read the unit of competency and the assessment requirement to gain a good understanding of what is required for learning & assessment.

• Identify what needs to be taught, learnt and assessed• Sources resources• Decide how you will structure the program

Step 4 Be creative

Lecture PANEL Forum Debate Presentation GROUP PROJECT Film Utube Film interviews Group Discussion Buzz Groups Brainstorming ROLE PLAY SIMULATION GAMES ShadowingCase Study RESEARCH INTERVIEWS Workplace Practical demonstrations Organising an event

Section 5

What does all this mean for RTOs ?

Implications for RTOs• Changes in planning processes• Mapping of training to the units and assessment

requirements• Amount of training & learning outlined/ AQF requirements• Assessment requirements more specific• Mapping of assessment tools• Integration of Foundation Skills• Changing resources• Checking and mapping assessor requirements

Planning• Covering the unit of competency and the

assessment requirementsYour planning needs to keep in mind the Regulatory Standards.

Standards for Registered Training Organisations (RTOs) 2015

1.1 The RTO’s training and assessment strategies and practices, including the amount of training they provide, are consistent with the requirements of training packages and VET accredited courses and enable each learner to meet the requirements for each unit of competency or module in which they are enrolled. • Evidence on the amount of training to be provided?• What content should you cover?• What is the Volume of Learning for the qualification?• Strategies and practices enable each learner to achieve

requirements.

Standards for Registered Training Organisations (RTOs) 2015

1.2 For the purposes of Clause 1.1, the RTO determines the amount of training they provide to each learner with regard to:

• the existing skills, knowledge and the experience of the learner;

• the mode of delivery; and• where a full qualification is not being delivered, the number

of units and/or modules being delivered as a proportion of the full qualification.

• Standards now require that ‘amount of training’ is determined relative to learner’s existing skills and knowledge and mode of delivery.

• Pretraining assessment, including LLN

Standards for Registered Training Organisations (RTOs) 2015

1.3 The RTO has, for all of its scope of registration, and consistent with its training and assessment strategies, sufficient:

• trainers and assessors to deliver the training and assessment; • educational and support services to meet the needs of the learner

cohort/s undertaking the training and assessment;• learning resources to enable learners to meet the requirements for

each unit of competency, and which are accessible to the learner regardless of location or mode of delivery; and

• facilities, whether physical or virtual, and equipment to accommodate and support the number of learners undertaking the training and assessment.

Standards now explicitly state that staff, facilities, resources and equipment must be in place for the RTO’s entire scope of registration at all times.

Standards for Registered Training Organisations (RTOs) 2015

1.4 The RTO meets all requirements specified in the relevant training package or VET accredited course. Similar to 1.1Follow training package requirements

Standards for Registered Training Organisations (RTOs) 2015

1.5 The RTO’s training and assessment practices are relevant to the needs of industry and informed by industry engagement.• Standards now explicitly require that training and

assessment practices are informed by industry engagement.

Standards for Registered Training Organisations (RTOs) 2015

1.6 The RTO implements a range of strategies for industry engagement and systematically uses the outcome of that industry engagement to ensure the industry relevance of:

its training and assessment strategies, practices and resources; and the current industry skills of its trainers and assessors.

• Standards now require that the currency of trainers and assessors industry skills be informed by industry engagement.

Compliance issues• Volume of Learning- is it enough training to cover the requirements and to

prepare for assessment• Do not cover the unit in your training and assessment -Look at TAS, resources,

delivery plans, assessment tools• Consistency in own documents• Planning does not cover all the requirements – no consulting with industry• Packaging rules are incorrect• Codes are incorrect• Resources not appropriate• Merging of learning & assessment• Assessment not based on the unit of competency requirements• “Tick sheets” rather than assessment tools

MUST FOLLOW THE TRAINING PACKAGE

Why TAS is important• Essentially a plan of how you meet all the training and

assessment requirements outlined in the Training package or curriculum document. It will be presented to meet learner needs and reflect industry consultation.

What does it do?• It guides the trainer• It arranges the material to train with what suits the learner• It lists learner needs• It correctly lists the qualification - Codes, titles, packaging

rules• It lists the assessment approach -matrix• It lists the trainers• Validation approach

Activities to be undertaken in the development of a TAS

• Determine industry requirements• Select qualification/units of competency• Resources needed• Mapping assessment & content• Determine target group needs• Determine delivery and assessment schedule• Determine evidence gathering/assessment method• Validate assessment strategies • Other details

Select a qualification• What is on your scope?• What units of competency can be offered?• Industry views on packaging?• Potential learner needs?

Development of your delivery plan (TAS) and unpacking are linked.

Summary• The background of training packages• New Standards• Components of training packages• Unpacking the new units of competency• The importance of foundation skills• Unpacking new assessment requirements• Identify compliance issues in planning

ContextDept of Industry & Sciencehttp://www.industry.gov.au/skills/trainingpackages/Pages/default.aspx• Standards for Training PackagesASQA• Standards for RTOs 2015• Standards for VET Regulators• Standards for VET Accredited Courses

How are training packages developed?

NSSC Training Package Development and Endorsement Process Policy describes the process by which Training Packages are developed and endorsed

http://www.industry.gov.au/skills/trainingpackages/Pages/default.aspx

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New Standards for Training Packages

• New Standards for Training Packages were endorsed by the Standing Council on Tertiary Education, Skills and Employment (SCOTESE) on 16 November 2012 http://www.industry.gov.au/skills/trainingpackages/Pages/default.aspx

• ISC preparing the conversion to new training packages- go to their sitesINFORMATION SESSIONS

No 4 Document

Getting informationIndustry Skills Councils www.isc.org.au

Australian Skills Quality Authority – fact sheets http://www.asqa.gov.au/media-and-publications/publications.html

Training.gov.au http://training.gov.au/

The quality stamp