Salary/Wages Staff - TAE40110 - assessment outlinecertivskills.weebly.com/.../4/4/71449411/design_training_… · Web viewStudent Workbook. Designing Training ... It is also a requirement

Student WorkbookDesigning Training

ProgramsTAEDES401A TAEDES402ATAELLN411

Certificate IV in Training & Assessment 40110

Table of ContentsSalary/Wages Staff.............................................................................................................................7Equipment & Resources...................................................................................................................7Materials/Consumables.....................................................................................................................8Venue & Catering...............................................................................................................................8Overall Total........................................................................................................................................8AQF level 1 criteria...........................................................................................................................10AQF level 3 criteria...........................................................................................................................11Industry Skills Councils........................................................................................................................12

Who manages training.gov.au?......................................................................................................13Training.gov.au is managed by the Department of Education and Training on behalf of State and Territory Governments..................................................................................................................13

Qualification description........................................................................................................17

Entry requirements.................................................................................................................17

Packaging rules.......................................................................................................................17

Employability skills.................................................................................................................17

Mapping information...............................................................................................................17

Links..........................................................................................................................................17

Licensing/Regulatory Information........................................................................................18

Pre-Requisites.........................................................................................................................18

Employability Skills Information...........................................................................................18

Elements and Performance Criteria.....................................................................................18

Required Skills and Knowledge............................................................................................18

Evidence Guide........................................................................................................................18

Critical aspects for assessment and evidence required to demonstrate competency18

Context of and specific resources for assessment...........................................................18

Method of assessment...........................................................................................................18

Range statement......................................................................................................................18

Complete the following analysis of the UoC FSKOCM07 Interact Effectively with others at work..........................................................................................................................23

Risk Assessment Matrix..................................................................................................................27What is the ACSF?...........................................................................................................................32

Spiky profiles.......................................................................................................................................34

TAFE NSW – Western Sydney InstituteCreated:18/02/2017Version: 3.0

TAEDES401A/TAEDES402A/TAELLN411

Page 2 of 40

Introduction to

Certificate IV Training & Assessment

40110The Certificate IV in training and assessment is the entry level qualification for vocational training. When you have attained your qualification you will be able to deliver and assess vocational training in an RTO (Registered Training Organisation). The Cert IV TAE40110is a different process and does not qualify you to be an RTO.

Upon completing … you should be able to do the following tasks: Identifying training needs Designing training and assessment Session planning Session delivery/presentation Learning materials/resources development Delivering assessments Assessment validation Language, literacy and numeracy needs of training



Page 3 of 40

Part 1: Designing Training Programs

What is training?Definition:

“The process of learning the skills you need to do a particular job or activity”

http://dictionary.cambridge.org/dictionary/english/training

Steps in Design

© 2011 Innovation and Business Industry Skills Council Ltd

Part 1: Defining Parameters The starting point for implementing training is to identify the need for training. The purpose for

training will determine the type of training that will be applied:

Formal training involves the implementation of a qualification such as:

o A Certification for a job description/requirement. o Upskilling current position and/or maintaining staff currency.

Formal training involves development of skills and knowledge of a particular field/industry.



Page 4 of 40

Define parameter

s

Design and review structure

Develop content

http://dictionary.cambridge.org/dictionary/english/training

Formal training involves competency based training (CBT). CBT involves “…the ability to perform particular tasks and duties to the standard of performance expected in the workplace. Competency requires the application of specified skills and knowledge relevant to effective participation in an industry, industry sector or enterprise.”

https://www.ibsa.org.au/sites/default/files/media/Glossary.pdf

Informal training can take a variety of forms. It can be workplace based when new systems or rules/procedures are introduced or it could be orientation for a new staff member. Informal training can also be found in the community such as sporting activities

ACTIVITYIn the space below write a brief description of the type of training that is undertaken in your workplace

What is learning?Learning means the process followed by a learner. There are three types:

Formal learning refers to learning that takes place through a structured program of instruction

and is linked to the attainment of a formal qualification or award (for example, a certificate,

diploma or university degree).

Non-formal learning refers to learning that takes place through a structured program of

instructions, but does not lead to the attainment of a formal qualification or award (for example,

in- house professional development programs conducted by a business).

Informal learning refers to learning that results through experience of work-related, social, family,

hobby or leisure activities (for example the acquisition of interpersonal skills developed through

several years as a sales representative).

Standards for VET Accredited Courses 2012 p5



Page 5 of 40


Training StakeholdersTraining stakeholders are those who are involved in the training and each have their own reason for being there.

Learners: We need to consider who will be trained and why?

Deciding on what to train will also be determined by who the learners are, what type of training they need and what characteristics our learners have that could affect the training such as:

Previous experiences of formal education Current skills Work experience Special needs Their reasons and motivations for participating in the learning program The language, literacy and numeracy abilities of learners

Adult learners have certain needs when it comes to learning such as: Adults are self motivated Adults bring diverse experience and knowledge Adults want meaningful learning experiences Adults are practical Adults need clear learning goals

https://ala.asn.au/adult-learning/the-principles-of-adult-learning/

ACTIVITYIn the space below list some of the characteristics of your learners. Discuss how you think these will influence your training.



Page 6 of 40

https://ala.asn.au/adult-learning/the-principles-of-adult-learning/

Managers/Supervisors:Managers and/or supervisors are responsible for organising workplace training as well as finance. Consultation with the relevant people in an organisation to discuss training needs is essential when planning and designing training as it will allow the trainer to be aware of what type of training the client is looking for. Consultation will also provide essential information on:

Who is to be trained What is to be delivered and assessed What qualification level is required for formal training Learner characteristics Where training will take place How long training will occur The type of resources and equipment that will be required for training. Customisation (or

contextualisation) of learning material and resources involves the inclusion of industry or enterprise/organisation specific information to a unit of competency to tailor the standard to reflect the immediate context and thereby increase its relevance. Contextualisation must be guided by relevant training package guidelines. Any contextualisation must ensure the integrity of the outcome of the relevant unit of competency is maintained.https://www.ibsa.org.au/sites/default/files/media/Glossary.pdf

A client’s decision to implement training may be influenced by: Upskilling staff for requirements of workplace standards Scheduling time for training. How will it affect the workplace? How long will it go for? Disruption to the workplace Relevance to the workplace Paying for training. How much will it cost?

As stated earlier, one of the main issues influencing an organisation to implement training is the cost to the company. The following cost sheet is a good example of all the different costing concerns relating to training.

Program Title:

Program Dates:

Location:

Item Quantity Sub Total

Salary/Wages Staff

Trainers

Office support staff

Technical support staff

External trainers/consultants

Guest speakers



Page 7 of 40


Assessors

Equipment & Resources

Equipment purchase

Equipment hire

Video/film hire

Resource books

Specialized Equipment

Other

Materials/Consumables

Stationery

Printing

Text/ booklets

Pens/markers pencils etc.

Handouts

Venue & Catering

Venue Hire

Catering Hire

Meals

Morning/Afternoon teas

Overall Total

Trainer and RTO (Registered Training Authority):

The trainer is a qualified expert in their field and are employed by an RTO to deliver and/or assess training. They hold an industry qualification as well as a Certificate IV in Training and Assessment 40110. Sometimes trainers only have a partial qualification which allows them to only deliver or assess. The Certificate IV TAE 40110 does not qualify you as an RTO, it only qualifies you as a trainer and/or assessor.

An RTO has undergone a verification process through the VET Quality Framework that has licensed them to design training programs and employ trainers to deliver and assess their students. RTO’s also undergo auditing by ASQA (Australian Skills Quality Authority). This is a government organisation that is responsible for ensuring that all RTO’s are compliant with training standards as stated in the Standards for Registered Training Organisations also known as SNR. As a trainer it is beneficial that you stay up to date with changes to training standards by subscribing to ASQA

http://www.asqa.gov.au/

Government In Australia VET (Vocational Education Training) is monitored by the Federal and State governments in different ways. State governments provide funding for organisations such as TAFE (Technical and Further Education) as well as other RTO’s.

AQTF (Australian Quality Training Framework)



Page 8 of 40

http://www.asqa.gov.au/

The Australian Quality Training Framework (AQTF) is the national set of standards which assures nationally consistent, high-quality training and assessment services for the clients of Australia’s vocational education and training system.

http://www.training.com.au/aqtf2007/

AQF (Australian Qualifications Framework)The AQF defines all Australian qualifications form Secondary School to PhD. The AQF qualifications are recognised Australia wide and internationally.

There are three sectors within the AQF:

Secondary school Vocational Education & Training (VET); and Higher Education

The VET sector qualifications are as follows:

Certificate I Certificate II Certificate III Certificate IV Diploma Advanced Diploma Degree – University Graduate Diploma Masters – University Doctorate - University




Page 9 of 40



ACTIVITY In the space below list some of the differences between AQF level 1 and AQF level 3. See samples on next page.

AQF1

AQF 2



Page 10 of 40

Sample AQF levels 1 and 3

AQF level 1 criteria

Summary Graduates at this level will have knowledge and skills for initial work, community involvement and/or further learning

Knowledge Graduates at this level will have foundational knowledge for everyday life, further learning and preparation for initial work

Skills Graduates at this level will have foundational cognitive, technical and communication skills to:

undertake defined routine activities identify and report simple issues and problems

Application of knowledge and skills

Graduates at this level will apply knowledge and skills to demonstrate autonomy in highly structured and stable contexts and within narrow parameters

AQF level 3 criteria

Summary Graduates at this level will have theoretical and practical knowledge and skills for work and/or further learning

Knowledge Graduates at this level will have factual, technical, procedural and some theoretical knowledge of a specific area of work and learning

Skills Graduates at this level will have a range of cognitive, technical and communication skills to select and apply a specialised range of methods, tools, materials and information to:

complete routine activities provide and transmit solutions to predictable and sometimes

unpredictable problems

Application of knowledge and skills

Graduates at this level will apply knowledge and skills to demonstrate autonomy and judgment and to take limited responsibility in known and stable contexts within established parameters



Page 11 of 40

ISC (Industry Skills Council)Australia’s Industry Skills Councils (ISCs) are independent, industry-led, not for profit companies

funded by Government. In broad terms, their role is to identify and respond to the skill

development and workforce planning needs of their respective industries which collectively,

comprise all sectors in the Australian economy

ISCs achieve this through: Development and maintenance of high quality qualifications, support materials and support for

the national training system

Effective networks, partnerships and real-time industry intelligence

Responsive workforce development activities

Industry Skills Councils

http://www.isc.org.au/about/

Training.gov.auTraining.gov.au is the National Register on Vocational Education and Training (VET) in Australia. Training.gov.au is the authoritative source of:

1. Nationally Recognised Training (NRT) which consists of: Training Packages

Training Packages are the key resources that underpin the Australian vocational education and training (VET) system. Each Training Package has 3 compulsory endorsed components:

qualifications – with entry requirements and packaging rules that define the core plus elective choice of competency standards for all qualifications (Certificate I, II, III, IV, Diploma, Advanced Diploma) aligned to the AQF)

competency standards or units of competency – the benchmarked skills and knowledge a person must be able to demonstrate at work as determined by industry to meet relevant functional/ legislative/ regulatory/ licensing and employability requirements - also known as units of competency



Page 12 of 40

http://www.isc.org.au/about/

assessment guidelines – the performance requirements necessary for a person to meet the competency standards. They are designed to ensure that the individual assessment judgments made by RTO staff meet the principles of assessment and rules of evidence.

Accredited coursesAccredited courses address skill requirements for industry, enterprises and the community where these

are not covered in nationally endorsed Training Packages. They also have the capacity to address changes in skill needs, and the needs of emerging and converging industries and industry sectors, in a responsive manner. A collaborative approach between national bodies concerned with the development and endorsement of national training packages and course accrediting bodies provides an effective and timely response to the changing needs of industry.

Qualifications Qualifications are groups of units of competency which are aligned to the Australian Qualifications

Framework (AQF) from Certificate I through to Vocational Graduate Diploma. A qualification is a formal certification, issued by a relevant approved body, which recognises that a person has achieved learning outcomes relevant to identified individual, professional, industry or community needs.

Skills SetSkill Sets are defined as single units of competency, or combinations of units of competency, from an

endorsed training package/s that link to a licensing or regulatory requirement, or a defined industry need.

http://www.ivet.com.au/a/64.html

2. Registered Training Organisations (RTOs) who have the approved scope to deliver Nationally Recognised Training, as required by national and jurisdictional legislation within Australia.

Who manages training.gov.au?Training.gov.au is managed by the Department of Education and Training on behalf of State and Territory Governments.

http://training.gov.au/home/about

Part 2: Developing Content1. Choosing a training program

When designing a training program, the following questions should be considered:

Who am I training? Identifying the learner group will allow you to develop a program that suits learning needs. How do we know what these needs are? This information is provided by the learners themselves in the way of enrolment forms and interviews. Another way to identify learning needs is to do a skills analysis. This allows the trainer to become aware of what skills and knowledge the learners already have, how they know it and what skills gaps there are. One way learner needs can be identified is by doing a learner profile. For example:

Learner ProfileLearner name Training event name &

codeProfile date



Page 13 of 40

http://training.gov.au/home/about

http://www.ivet.com.au/a/64.html

Skills analysis/ current qualifications

Training needs Reasonable adjustment

LLN levels identified from LLN preassessment

Learning Reading Writing Numeracy Oral communicatio

n

Knowing about learners will allow the trainer to become familiar with individual needs. It is a legal requirement that everyone has equal access to training as stated in EEO (Equal Employment Opportunity) legislation

In Australia, national and state laws cover equal employment opportunity and anti-discrimination in the workplace. You're required by these laws to create a workplace free from discrimination and harassment.

http://www.business.gov.au/business-topics/employing-people/Pages/equal-employment-opportunity-and-anti-discrimination.aspx

The Australian Human Rights Act states:Australian Human Rights Commission Act 1986

Over the past 30 years the Commonwealth Government and the state and territory governments have introduced laws to help protect people from discrimination and harassment.

The following laws operate at a federal level and the Australian Human Rights Commission has statutory responsibilities under them:

Age Discrimination Act 2004 Australian Human Rights Commission Act 1986 Disability Discrimination Act 1992 Racial Discrimination Act 1975 Sex Discrimination Act 1984.



Page 14 of 40



Discrimination in employment, education, access to premises, provision of goods, services and facilities, accommodation, disposal of land, administration of Commonwealth laws and programs, and requests for information.

Discrimination on the basis of race, colour, sex, religion, political opinion, national extraction, social origin, age, medical record, criminal record, marital or relationship status, impairment, mental, intellectual or psychiatric disability, physical disability, nationality, sexual orientation, and trade union activity.

Also covers discrimination on the basis of the imputation of one of the above grounds.

https://www.humanrights.gov.au/employers/good-practice-good-business-factsheets/quick-guide-australian-discrimination-laws

It is a legal requirement to make training accessible to all who want to participate and to achieve this reasonable adjustment should be implemented. Reasonable adjustment means that alterations and inclusions for access to training and assessment should be made where it is reasonable to do so. The following are some examples of how this can be achieved:

Learner needs Reasonable adjustment requiredHearing impairment Auslan (Australian Sign Language) interpreter during

training and assessment

Physical disability requiring learner to

use wheelchair

Access ramps and/or elevators to building, appropriate height desk, sufficient space for manoeuvrability

Visual impairment Visual aids, scribe, large font print

Intellectual disability Learners with intellectual disabilities have access to disability support teachers that enable them to fully participate in the learning context

The most significant consideration, outside of legal requirements, is that people with physical, mental and/or intellectual disabilities are recognised for their individual abilities, and assumptions about their intelligence should not be made.

Being aware of the language, literacy and numeracy (LLN) levels of learners allows the trainer to develop and implement strategies to support learner LLN needs.



Page 15 of 40

Reasonable adjustment and LLN are two separate issues.

It should never be assumed that a learner with reasonable adjustment needs has literacy and numeracy needs also!



What is the purpose of training? Identifying the purpose of training will help the trainer decide what type of training is required. For example, is it to attain a qualification, or is it to update workplace procedures? In each of these cases a training plan needs to be developed.

A training plan outlines what subject areas will be covered as well as when they will be delivered and assessed. To develop a training plan, you need to decide on what subjects or Units of Competency UoC you will include. For formal training these are defined by Training Packages. Do you remember where we can access UoC’s and Training Packages? ____________________________ .

training.gov.au

Training.gov.au houses all formal training components. It is where trainers go to find courses, units and assessment information. There is also information about RTO’s and apprenticeships. If an RTO does not appear in training.gov.au then they have not been verified which means they have not been given permission to run formal training. Informal workplace training, or other informal training, may not need to go through a verification process and will therefore not appear in this website.

Analysing a training programA training program outlines the various aspects of a qualification including the number of units to be included,

Section Description

Modification History Gives details of the changes to the unit over time



Page 16 of 40

Qualification description Indicates the purpose of the program and who is best suited to undertake this learning

Entry requirements Outlines any prerequisites

Packaging rules Outlines how many Units of Competency (UoC) must be delivered Number of core Naming core UoC’s Number of electives If any UoC’s need to come from other training packages Lists all relevant UoC’s

Employability skills Generic skills that describe employer’s requirements for effective and successful participation in the workplace. There have been eight employability skills.

Mapping informationDetails of new UoC compared to one it has superseded

Links Links to relevant websites, especially for licensing

Analysing a UoCTraining programs are made up of Units of Competency UoC. A unit of competency provides trainers with essential information that details how to deliver and assess the subject area concerned. UoC’s are also accessed from training.gov.au. The aspects of a UoC are as follows:

Section Description



Page 17 of 40

Modification History Gives details of the changes to the unit over time

Developing a Training & Assessment Strategy

A training and assessment strategy (TAS) is a framework that guides the learning requirements and the teaching, training and assessment arrangements of a VET qualification. It is the document that outlines the requirements of the learning and assessment process, usually at the qualification level.

From National Quality Council, Training Package Glossary https://www.ibsa.org.au/sites/default/files/media/Glossary.pdf



Page 18 of 40

Licensing/Regulatory Information Indicates if licensing will be achieved at the completion of training, e.g. plumbers license

Pre-RequisitesDetails what qualification is required prior to attempting a unit

Employability Skills Information Generic skills that describe employer’s requirements for effective and successful participation in the workplace. There have been eight employability skills.

Elements and Performance CriteriaPart of the format of a competency standard and specify the level of performance required to demonstrate achievement of the element, or overall outcome with respect to a job activity or task competency

Required Skills and KnowledgeSkill: An ability to perform a particular activity which may be developed by training or practice which may be intellectual, manual, motor, perceptual or social. Knowledge: Conceptual and procedural forms of knowledge and the values and attitudes that underpin them. Conceptual knowledge comprises facts, information, propositions, assertions and concepts that range in levels of increasing complexity. Procedural knowledge comprises techniques, skills and the ability to secure goals. From Billett, 2001, Learning in the workplace: strategies for effective practice

Evidence GuidePart of the documented assessment plan, the guide documents the evidence requirements of the competency standard, information regarding who will collect the evidence and the time period involved.

Critical aspects for assessment and evidence required to demonstrate competency

Describes what is essential to be assessed

Context of and specific resources for assessment

Where assessment must occur (place)

Method of assessment Assessment tools that must be used to gather evidence of learner competency

Range statementDescribing essential operating conditions that may be present with training and assessment, The meanings of key terms used in the performance criteria are also explained in the range statement. Adapted from ANTA, 2007, Training Package Development Handbook


Activity: read the training scenario below and develop a training program to suit the client needs.

Training Scenario

RTO: Right Training (Manager: Aida Brown), 6 Special St Sydney NSW 20000

Trainer:

Client: Kempo’s Café, Joss Smart (Manager), 123 Darling Rd, Honeyville NSW 2111

Consultation Outcomes:

Meeting held Friday 24th April 2015, 10 am at Kempo’s Café. Attended by; RTO Manager, RTO trainer and Kempo’s Café manager

Client had identified following training needs: Upskill current employees in basic foundation skills raining due to

workplace requirements Number of employees to undertake training, 20 Areas to be covered in training are:

Basic reading and writing skills Basic numeracy skills WH&S Cultural diversity communication skills Customer service

Training to take place at Kempo’s Café and at Right Training, twice a week (Monday and Wednesday 3pm – 6pm) for 12 weeks

Meeting held Wednesday 29th April 2015, 3pm, attended by Kempo’s Café manager, Trainer and 20 employees

Initial LLN pre assessment of all learnersInterviews to identify individual training needsIntroduce aspects of training to learners

Meeting held Friday 1st May 2015, 10 am at Kempo’s Café. Attended by; RTO Manager, RTO trainer and Kempo’s Café manager:

Confirm training program: Confirm training arrangements Establish LLN training Establish reasonable adjustments Sign contracts and TAS

Training Plan & TASRTO name& numberTrainer nameClient details:



Page 19 of 40

Name

Manager/supervisorAddress

Phone

email

Training package name

Code

Training Program name

Code

AQF level

Target Group[ ] Pre-employment [ ] VET in Schools [ ] Apprentices/Trainees [ ] International Students [ ] Existing Workers [ ] Other (Please specify, eg, use for broad target group)

Method of delivery 1 On the job

2 Simulated

3 Blended

4 Self paced

5 Distance 6 Electronic

7 Face to face

8 Other( Please specify)

Method of delivery an assessment

A assignment

B written task C role play D exam

E oral questioning

F simulation G observation

H work based

I portfolio J self assessment

K case study L practical demonstration

M project N other (please specify)

Learning materials and resourcesPackaging rules

Course structureUnit code

Unit name Hours of delivery

Grading

Method of delivery

Assessment method



Page 20 of 40

Elective code

Unit name Hours of delivery

Grading

Method of delivery

Assessment method

Day, times and place of delivery

Week Training Plan (Session delivery & assessment)

1

2

3

4

5

6

7

8



Page 21 of 40

9

10

11

12

Industry consultation

Contextualisation

Physical resources required

Educational/employmentpathway

Reasonable adjustment

LLN strategy

Staff qualificationsStaff name Deliver or Qualification name Storage



Page 22 of 40

AssessD &/or A

I approve the above learning and assessment strategies for the nominated target group/s and delivery mode/s.

Name Date Signature

Analysing a UoC

Complete the following analysis of the UoC FSKOCM07 Interact Effectively with others at work

Analysing Training Specifications

Industry Training PackageCode and Title

Industry Skills Council

Unit of Competency Code and title

ACSF Level identified

Pre-requisite/Co-requisite Units if applicable

Qualification Code and Title

Pathways into the qualification

Pathways from the qualification

Licensing/Regulatory Information

Entry Requirements

Packaging Rules



Page 23 of 40

Is this unit a Core/Elective in this qualification

Elements & Performance criteria

Resources & learning materials that can be contextualised for delivery and assessment

1. Prepare to interact with others at work

1.1 Identify the audience and purpose of the interaction

1.2 Identify the oral communication strategies for spoken interaction

2. Participate in interactions with others at work

2.1 Use oral communication strategies to communicate effectively

2.2 Use appropriate grammar, vocabulary and pronunciation

2.3 Use appropriate non-verbal communication strategies

3. Review own performance

3.1 Seek feedback on effectiveness of interaction with others at work

3.2 Evaluate own performance to identify strategies for improvement

Critical aspects



Page 24 of 40

Method of assessment

Context of assessment

Where am I training? The place where training will take place will determine the type of equipment and resources that will be included.

Designing a learning program involves consideration of a variety of factors. To begin consideration of where training will take place should occur. Some of the environmental factors to consider are:

Is it workplace based or training centre based? What equipment do you need to have to deliver training and what is available to you? Who has access to the training environment? What facilities are there for staff and learners? What resources do you need to deliver your training, e.g. technology/internet? Is it safe? Every trainer has a responsibility to everyone in the training environment to

ensure that they are all safe. This is achieved by undertaking a WH&S (Workplace Health and Safety) risk assessment.

All training programs have to adhere to the legal requirements of safety by law. The most recent Australian Federal legislation is the Work Health & Safety Act 2011. Depending on which state or Territory in Australia training is being undertaken there will also be further relevant legislation.

Further to this each RTO or workplace has their own identified WH&S policies and procedures which must be followed by all staff.

1. SafetyWhat is included in a WH&S policy? (The following information has been accessed from Safe Work Australia http://www.safeworkaustralia.gov.au , on December 2015)

WH&S policies and legislation identify risks and hazards as well as what to do to control these risks and hazards so that no one gets hurt. They include:

physical work environment; work tasks and how they are performed biological psychological mechanical; equipment, materials and substances used chemical

What is a safety risk?Risk is the possibility that harm (death, injury or illness) might occur when exposed to a hazard.



Page 25 of 40

http://www.safeworkaustralia.gov.au/

What is a safety hazard?Hazard means a situation or thing that has the potential to harm a person. Hazards at work may include: noisy machinery, a moving forklift, chemicals, electricity, working at heights, a repetitive job, bullying and violence at the workplace

The risk management process

Managing Risk

When should a risk management approach be used?



Page 26 of 40

Managing work health and safety risks is an ongoing process that is triggered when any changes affect your work activities. You should work through the steps in this Code when:

starting a new business or purchasing a business changing work practices, procedures or the work environment purchasing new or used equipment or using new substances planning to improve productivity or reduce costs „ new information about workplace risks

becomes available responding to workplace incidents (even if they have caused no injury) responding to concerns raised by workers, health and safety representatives or others at the

workplace required by the WHS regulations for specific hazards

Who has responsibility for managing work health and safety risks? The WHS Act and Regulations require persons who have a duty to ensure health and safety to ‘manage risks’ by eliminating health and safety risks so far as is reasonably practicable, and if it is not reasonably practicable to do so, to minimise those risks so far as is reasonably practicable. Persons conducting a business or undertaking will have health and safety duties to manage risks if they: engage workers to undertake work for them, or if they direct or influence work carried out by

workers may put other people at risk from the conduct of their business or undertaking manage or control the workplace or fixtures, fittings or plant at the workplace design, manufacture, import or supply plant, substances or structures for use at a workplace install, construct or commission plant or structures at a workplace.

Controlling risk at work: PPE (Personal Protective Equipment) MSDS (Material Safety Data Sheet) WH&S policies & procedures SWL (Safe Working Load) SOP (Safe Operating Procedures)

Where should WH&S risk assessments be stored?All WH&S risk assessment documents should be available for all staff to access, for example:

signs for PPE, SWL, SOP and evacuation procedures risk assessments stored in a known place easily accessible by all staff all chemicals to have MSDS in an accessible place near to the substances

Risk Assessment MatrixA risk assessment involves considering what could happen if someone is exposed to a hazard and the likelihood of it happening. A risk assessment can help you determine:

how severe a risk is whether any existing control measures are effective what action you should take to control the risk how urgently the action needs to be taken

For further information on workplace safety please refer to:http://www.safeworkaustralia.gov.au/sites/SWA/about/Publications/Documents/633/How_to_Manage_Work_Health_and_Safety_Risks.pdf

Activity: In pairs use the form and matrix in the following pages to do a risk assessment of the training room you are currently in. Report your findings verbally to the class.



Page 27 of 40

http://www.safeworkaustralia.gov.au/sites/SWA/about/Publications/Documents/633/How_to_Manage_Work_Health_and_Safety_Risks.pdf

http://www.safeworkaustralia.gov.au/sites/SWA/about/Publications/Documents/633/How_to_Manage_Work_Health_and_Safety_Risks.pdf

The WHS Act 2011 states the Management of risks is “A duty imposed on a person to ensure health and safety requires the person:(a) to eliminate risks to health and safety, so far as is reasonably practicable, and (b) if it is not reasonably practicable to eliminate risks to health and safety, to minimise those risks so far as is reasonably practicable.

This section is to be completed by the person/s conducting the Risk Assessment.

Date: _______ Time: ________ Completed by: _____________________

What is the activity/situation: _______________________________________

What is the Hazard? See attached assessment

Where is the Hazard located? See attached assessment

What is the Risk and who is at Risk/Exposed to the Risk? See attached assessment

Immediate Corrective Actions: See attached assessment

Further Recommendations: Ensure controls on this risk assessment are acknowledged and implemented

Referred to: (Head of section) __________________________

All Corrective actions: completed incomplete

Head of section: Name: ____________ Signature: _____________________ Date: ___________

Monitor and review.Monitor the effectiveness of controls and change if necessary. Review the Risk Assessment if an incident or significant change occurs.



Page 28 of 40

Risk Assessment of ___________________________

Hazards associated with the work / task (tick appropriate boxes)

Physical and Environmental Extremes of temperature Slips trips and falls Striking Noise Vibration Lighting Radiation Dust PressureStored energy Confined Space Working in isolation Ventilation Sun burn

Chemical Hazardous substances Flammable substances Dangerous goods Pesticides Chemical storage / waste disposal

Electrical Fixed equipment Portable equipment Extension cord sets Portable power generators and

conductive wet environments

Biological Products of human origin Infectious agents Teratogenic or mutagenic agents Genetically modified organisms Micro-organisms

Psychological and Social Stress Fatigue Violence and aggression Drugs and alcohol Isolation Bullying and/or harassment

Mechanical Plant and equipment Ergonomic Manual Tasks Entanglement Crushing Shearing Cutting, stabbing

Other Travel off Campus Animals Training / Competency Licensing / Permits

Use the table below to identify the level of risk associated with the task/situation and how the controls have reduced the risk using the matrix.Activity / Situation / Location Hazards Risk Score

(from Risk Assessment

Matrix)

ControlsElimination, Substitution, Isolation, Engineering, Administration, PPE

New Score (from Risk

Assessment Matrix)



Page 29 of 40

Activity / Situation / Location Hazards Risk Score(from Risk

Assessment Matrix)

ControlsElimination, Substitution, Isolation, Engineering, Administration, PPE

New Score (from Risk

Assessment Matrix)



Page 30 of 40

2. TimingTo ensure that all aspects of training will be covered appropriately, recognition of how some of the concerns relating to timing need to be considered and planned for, such as:

How many units/subjects do I need to cover? How many hours must be included? The AQF provides nominated times from Certificate III

and above:

Certificate Volume of Learning

AQF 3Certificate III

The volume of learning of a Certificate III is typically 1 – 2 years. Up to 4 years may be required to achieve learning the learning outcomes through a program of indentured training/employment

AQF 5Diploma

The volume of learning of a Diploma is typically 1 – 2 years

AQF 6Degree The volume of learning of an Associate Degree is

typically 2 years

How much time will I need to assess learners? How much time is the organisation prepared to pay for?

http://www.aqf.edu.au/wp-content/uploads/2013/05/AQF-2nd-Edition-January-2013.pdf



Page 31 of 40

http://www.aqf.edu.au/wp-content/uploads/2013/05/AQF-2nd-Edition-January-2013.pdf

What is LLN?Language Literacy Numeracy

In everyday workplace tasks it is common for a person to use and respond to spoken and written language and to use numeracy skills at the same time. When designing workplace learning and assessment tasks, the trainer should be aware of this interlinking of language, literacy and numeracy. However, there will also be situations in which only one of these skills is the focus of the training, e.g. calculation skills for tripling amounts in a recipe.http://takingthelead.com.au/

What are the negative effects of low literacy and numeracy?The first and most pressing is the risk of injury and even death of employees who can't understand the meaning of everyday words and terms, including words like "mandatory", "hearing protection", "procedure" and "authorised". Workers may also be unable to leave instructions or warnings to employees, particularly in shift work; may incorrectly interpret safety or repair manuals; or not be able to understand OH&S instructions given by their organisation.

The second issue is inefficiencies caused by employees not being able to communicate fully with the people they interact with at work. For example, if an employer sends an instruction via email and this instruction is misinterpreted, the work of the employee will need to be redone once the error is identified, making the individual, and the organisation, less productive overall.

The third issue is that low literacy and numeracy skills are a great barrier to upskilling.

Who has poor literacy and numeracy skills?Many people may have not developed adequate LLN skills for a variety of reasons - and it's not necessarily the people you would expect:

people who have gaps in schooling for a variety of reasons such as:o access to school was unavailableo ill healtho learning difficultieso negative learning experienceso war second language speakers

What is the ACSF? The Australian Core Skills Framework (ACSF) provides a description of the five (5) core skills required for learning, employment and community engagement, these are:

Learning

Reading

Writing

Oral Communication

Numeracy



Page 32 of 40

http://takingthelead.com.au/

Each core skill has five (5) levels, increasing in task familiarity and complexity: The levels of performance are described using: Indicators Focus Areas Performance Features

Sample Activities

There are also three domains of communication:

Personal and community is related to expressing personal identity and achieving personal goals, and understanding and interacting within the wider community

Workplace and employment refers to activities that an individual may be involved in as a member of an organisation or that may be conducted by someone working alone

Education and Training refers to any form of structured learning

The ACSF has been developed to facilitate a consistent national approach to the identification and development of the core skills in diverse personal, community, work, and education and training contexts. The ACSF provides a framework that enables consistent descriptions of the five core skills in training programs tailored to workplace performance. Training Package developers can use the ACSF to ensure that the core skills associated with competency standards are expressed clearly and adequately addressed as part of unit design. This in turn makes it easier for trainers to address core skills development as an integral part of training.



Page 33 of 40

Spiky profiles

The ACSF recognises that an individual may be operating across different levels within a core skill, demonstrating some Performance Features across two or more levels, or performing more strongly in one Domain of Communication than in another. It is also likely that an individual will not perform at the same ACSF level across all five core skills. This can be captured visually in what is called a 'spiky profile' (Bateson 2001).



Page 34 of 40

Figure 1: Core skills profile

Trigger Words are words that give clues for ACSF core skills and their levels in a UoC or a workplace document. Here is an example:1.2 Take time and resource constraints into account in fulfilling work requirements of self and others

3.4 Seek assistance from workgroup members when issues, problems and conflict arise and suggest possible ways of dealing with them as appropriate or refer them to the appropriate person

Core skill Level Trigger wordsLearning

Reading

Writing

Numeracy

Oral communication

Identifying LLN needsThe most efficient way to identify LLN needs of your learners is to assess them using an LLN assessment tool. This is not an assessment of skills, knowledge or competency, it is an assessment of their current LLN levels. To develop an LLN pre assessment the trainer must identify:

Which ACSF core skills will be included in training and assessment? What level for each core skill will be required as a minimum for completion of training?

Using the training scenario for Kempo’s Café develop an LLN assessment for the café learners

Core skill LLN assessment toolLearning

Reading

Writing



Page 35 of 40

Numeracy

Oral communication

LLN strategiesOnce the LLN needs of learners have been identified, strategies to address these needs must be developed. Why is this necessary? As part of ASQA standards LLN must be included in all aspects of training. It is also a requirement of EEO and Access & Equity legislation. In other words, all learners regardless of their LLN skills have the right to participate in raining.

The following page has a list of strategies that could be used by trainers to support their learners LLN needs.

LLN StrategiesUse an LLN specialist when there are many learners who have varied LLN needs as well as if there are more than one gap for core skill levels

Introduce industry-specific vocabulary, technical terminology and mathematical concepts before presenting reading material.

Rewrite complex material to a level that matches the students’ capabilities (eg by using plain English, breaking up long paragraphs of text, simplifying layout, etc).

Divide reading assignments into ‘chunks’ so that individual students read only one section, and then report back to the whole group.

Discuss with students how they go about reading complex tasks (eg by discussing which sections to read first, scanning headings, highlighting key sections, etc).

While students are learning how to operate equipment, show them where to find and how to read those specifications.

Use structured small group activities to provide opportunities for learners to develop oral communication skills such as asking questions, paraphrasing, reporting back, etc.

Reinforce reading tasks with other activities such as verbal discussion, demonstrations and images.

Ask students to orally paraphrase what they have read.

Provide audio versions (podcasts) of reading material in mp3 format, accompanied by transcripts.

Replace or supplement reading material with visual resources such as diagrams, photographs, videos.

Familiarise students with examples of workplace documents they will be expected to use, such as records and reports.

Give students opportunities to practise using authentic workplace forms and documents in a low-risk environment.

Introduce written assignments gradually, with shorter, less demanding tasks early in the course.

Teach ‘ahead of time’ the concepts and terminology that students are required to use in a piece of writing.



Page 36 of 40

Through questioning of the learner’s experience, or by showing examples, link mathematical concepts to applications drawn from everyday life.

Use an LLN specialist. This can be done in a variety of ways:

Individual learner support. Learners are removed from learning environment and LLN specialist works with them individually

During class. The LLN specialist works with all learners as vocational teacher is delivering lesson Co teaching. Involves set delivery times for LLN specialist to provide whole class support for

vocational learning Assessment support. LLN specialist is called in to provide individual or group based support for

assessment only LLN specialist can also assist in developing LLN pre assessment tools for vocational

faculties/sections LLN specialists can adjust assessment tasks, learning materials and resources of vocational

training to suit learner group LLN needs

An LLN specialist can be accessed by: WELL (workplace English language & literacy) training Inclusion of Foundation Skills Training UoC’s as part of training Accessing LLN specialist from RTO or other recognised LLN support provider

Evaluating LLN strategy effectiveness occurs at given times throughout training. This type of evaluation is carried out to identify continuous support needs. How often this would occur would be dependent on needs of learners and length of total training. Evaluation of LLN strategies can occur in a variety of ways:

Reassess learners using the same LLN assessment tool Discussion with LLN specialist Seek feedback from learners Trainer self reflection on own LLN strategies used Trainer observation of learner performance of the support outcomes, this includes analysis of

evidence produced by the learner

Once evaluation of LLN strategies has occurred a review of LLN in training may involve:

Finalising LLN support Adjustment of LLN support

For more information on LLN please see: https://www.ibsa.org.au/fsk-video-series

Activity:Using the case study below develop LLN strategies for the UoC FSKOCM07 Interact Effectively with others at work



Page 37 of 40

https://www.ibsa.org.au/fsk-video-series

Sample Learner ACSF Levels:

Reading: 2 Communication: 1 Learning: 2Writing : 2 Numeracy: 3

LLN needList the identified LLN needs of your learner here

E.g. learning, reading, writing, oral communication, numeracy

Training strategyE.g. Allow time for responses,

Look for indications of understanding, Use diagrams

and graphics etc.

LLN strategy review planIdentify when the LLN strategies you have chosen will be

reviewed/evaluated and what method will be used; e.g. if an LLN specialist is used for six weeks in training, you may do

another LLN assessment for the core skills the student received support, this assessment may occur 4 weeks from

onset of LLN support



Page 38 of 40



Page 39 of 40

Revision AssessmentPlease type your answers and email to your assessor

1. What does the Certificate IV in Training & Assessment qualify you to do?2. What is learning?3. How can you describe adult learners?4. Who are the stakeholders in training?5. What is the AQTF?6. What is the AQF?7. What website do you go to to find information about training programs?8. Who develops training programs and training packages?9. Which organisation oversees training in Australia?10. Does all training have to be formal training? Please circle: Yes/No11. describe the following:

Training Package Accredited Course

12. How can you identify training needs of learners?13. Briefly describe the EEO legislation14. Briefly describe the Anti Discrimination Act15. What is reasonable adjustment?16. List the different aspects found in a training program17. List the different aspects found in a UoC18. What is a TAS? Why do you need one?19. What information do you include in a training plan? Please list20. What is WH&S?21. When is a WH&S risk assessment carried out?

Who does a WH&S risk assessment and why? Where is the WH&S risk assessment stored?

22. List the hierarchy of risk control23. What is a risk?24. What is a hazard?25. List the different types of risks and hazards below26. What does LLN stand for?27. What is the ACSF? How is it used?28. Why is it important to identify learner LLN levels for training?29. Who would have LLN needs?30. What are trigger words?31. What is a spikey profile?32. What tools can you use to identify LLN levels of learners?33. When are LLN strategies implemented in training?34. When and why are LLN strategies reviewed?35. You have a learner that needs wheelchair access to training, do they also need LLN

support? Why?



Page 40 of 40