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© Velg Training Version 2.0 June 2013
velgtraining.com
Disclaimer
Velg Training has used its best endeavours to ensure that this product is correct and current at the time
of publication, but does not give any warranty nor accept any liability in relation to the contents. If any
law prohibits the exclusion of such liability, Velg Training limits its liability to the extent permitted by law.
Acknowledgements
In creating these materials, Velg Training would like to recognise the following creative people as
contributors to the development of this resource.
John Price John Price and Associates
John Dwyer AQTF Consultant, Velg Training
Credits
Extracts from, or references to, the following publications have been used to develop this workshop.
Australian Qualifications Framework, January 2013 (2nd
edition)
Commonwealth of Australia (2010) AQTF Users’ Guide to the Essential Conditions and Standards
for Continuing Registration (1 July, 2010)
Standards for NVR Registered Training Organisations 2012
Skills First RPL Assessor Kit
Enquires
The Copyright Act 1968 (Commonwealth) protects this material. Requests and enquiries concerning this
material should be directed in writing to:
Velg Training
Chief Executive Officer
1/52 Jeffcott Street, Wavell Heights Q 4012
Velg Training – Collecting RPL evidence and making judgements Version 2.0 June 2013
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Answer:
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Activity 1
What are some of the myths about RPL?
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Activity 2
MEM18002B Use power tools/handheld operations (Unit supplied)
Read through the ‘Case Study’ (below) and test the seven pieces
of evidence presented (next page) against the rules of evidence.
(Valid; Authentic; Current; Sufficient)
Then determine:
1. The most important and the least important piece of evidence that your group believes
might assist to determine Fiddler’s competency (taking for granted that you will want to ask
questions about the evidence presented)
2. Based on the information that you have about Fiddler what other method could you use to
determine his competency?
Case Study
Fiddler is a recent emigrant to Australia and considers himself as one of God’s gifts to Australia
to assist in the skills shortage. He has worked on a number of oil rigs in SE Asia and mine sites
in South America before immigrating to Brisbane six months ago. Fiddler is having a problem
finding a job that requires his level of skills and abilities and is prepared to reward him at a level
he considers appropriate.
He has a keen interest in country music and has taken up roo shooting and Aussie Rules
football.
Fiddler has been out to Mt Isa and met someone at the Irish Club who told him if he had an
Australian qualification he would be sure of a job in the mines. He is keen to discuss his
application over a couple of whiskeys – judging by the flask in his hip pocket.
He has supplied the following evidence to support his application for the unit.
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CONSIDER the validity; authenticity; and currency of each piece of evidence, then
make a decision about the sufficiency of evidence provided.
Use the matrix on the following page
Evidence 1 – References from South America
Fiddler has provided a copy of a Work Reference that he gained whilst employed as a Fitter and Turner at a South American Mine Site. He has had it translated by the Australian Embassy. It was completed one year ago and provides positive feedback on his performance.
Evidence 2 – Ticket
Fiddler provided a statement of attendance for a Hydraulics and Bearings course he completed three months ago at TAFE.
Evidence 3 – DVD
Fiddler has provided a DVD of himself playing the Fiddle at the local Aussie Rules Club.
Evidence 4 – Membership of UK Morris Minor club
Fiddler was the Chairperson of the Morris Minor Club in England from 1985 to 1991. He is very proud of this achievement and provided a photo of some of the cars he restored.
Evidence 5 – Self-Assessment
Fiddler has provided a personal statement that self-assesses his skills and knowledge against each element in the unit of competency. The statement includes reference to specific work examples to support his claim of competence.
Evidence 6 – Union Membership
Fiddler provided a membership card from a UK Trade union with classification from 1980 until 2006. It clearly shows he has been recognised as a Fitter and Turner in the UK for 26 years.
Evidence 7 – Trade Certificate
Fiddler provided what looks like a UK Technical College certificate in engineering dated 1976….
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Quality evidence matrix
Evidence number
Rules of Evidence 1 2 3 4 5 6 7
VALID
AUTHENTIC
CURRENT
SUFFICIENT
KEY:
Clearly meets this evidence rule
● Meets some aspects of this evidence rule
X Does not meet this evidence rule
Most important piece of evidence provided.
Why?
Least important piece of evidence provided.
Why?
What other method(s) could you use to determine Fiddler’s competency?
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Activity 3
A competency conversation.
The competency conversation is driven by the assessor to:
establish a shared understanding at the outset;
encourage a collaborative approach; and
provide opportunities for candidates to relate their range of experience.
The competency conversation ensures that a range of contexts is considered and that candidates get
the best chance to demonstrate their competency.
An effective competency conversation uses the language of the workplace not the language of the
training sector or the Training Package. It is a supportive not a hostile experience. Most significantly, it
changes the “balance of power” by empowering the candidate.
A competency conversation may focus in part on the “natural” documents provided by the candidate.
In discussing these documents, the candidate will have the opportunity to discuss and identify previous
experience with you.
The available documents are step one in collecting information and you will need to determine which
units of competency, if any, are fully covered at this stage. You use your own or your RTO’s assessment
recording forms to record this stage of the assessment.
Once you have assessed the candidate’s documentary information and determined which competencies
you still require more information/evidence on, you use the question bank and Record of Conversation
sheets to document evidence of past experience.
The key component of any competency conversation is a set of key questions, designed to capture the
“essence” of the unit. The “questions” are expressed in workplace language and they are personalised;
e.g. “Explain the process you used when preparing for, delivering and reviewing a presentation you
made in the workplace.” The aim is to try to capture the essence of the unit in two or three questions.
Each question has “key points” to look for in responses. You may use the list of key points to formulate
questions of your own if you wish, or contextualise or rephrase the suggested question to the candidate’s
particular work situation. The questions are not intended to be a formal ‘script’ for the assessor to follow,
but to provide guidance in exploring the range of the candidate’s skills, knowledge and experience in
performing a particular task or function.
The Record of Conversation sheets indicate relevant content that should be sought. Place a tick next to
each key point as you hear this topic being discussed during the conversation. In doing so, you are
making a statement of fact about what you hear the candidate say during the competency conversation.
Use the Comments section to provide further detail about the context of the discussion or briefly outline
any examples discussed by the candidate. You may also use the Comments section to make a brief
analysis of the responses or summary judgements about the quality of the candidate’s responses in
relation to the requirements of the competency standard.
Remember, the notes you take about this conversation are important evidence and should be retained in
the candidate’s assessment record. (Adapted from Skills First RPL Assessor Kit.)
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RECORD OF CONVERSATION
Unit code: BSBCMM401A Unit title: Make a presentation
CANDIDATE’S NAME: ASSESSOR’S NAME: DATE:
Question 1: Tell me about the kinds of presentations you make and how you plan for them?
Question 2: What are some of the techniques you use when you deliver a presentation?
Question 3: What techniques do you use to review the effectiveness of your presentation?
Question 4: Tell me about your understanding of the principles of effective communication.
KEY POINTS
The candidate’s response should
evidence the following
Indicate if
response
addresses
key points
COMMENTS
Record other key points and examples
from conversation.
Identify whether a practical assessment is
warranted.
Question 1:
Training; promotions; marketing
Consider intended outcomes
Plan approach
Consider needs of target audience
Select suitable presentation aids / materials
Choose presentation techniques that will meet audience need
Brief others involved in the presentation, if applicable
Plan how to evaluate presentation effectiveness
Question 2:
Explain intended outcomes
Use aids; etc to support understanding of key concepts, central ideas
Monitor audience verbal and non-verbal communication
Use communication techniques to engage audience
Provide opportunities for participants to seek clarification
Adjust presentation to meet needs
Summarise key concepts at key points
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KEY POINTS
The candidate’s response should
evidence the following
Indicate if
response
addresses
key points
COMMENTS
Record other key points and examples
from conversation.
Identify whether a practical assessment is
warranted.
Question 3:
Use written feedback
Seek and discuss reactions during and after presentation
Possibly follow up at a later date
Other techniques
Question 4:
Listen when someone else is talking
Do not interrupt one another
Make sure that communication is a two way process.
Affirm and acknowledge results
Begin in a friendly way.
Give honest and sincere appreciation.
Show genuine interest in others.
Make the other person feel important—
and do it sincerely.
Praise the slightest improvement and
praise every improvement
Talk in terms of the other person’s
interests.
Treat each other with respect
Acknowledge that we have the right to pass
Be careful not to speak too often or for too long
Challenge the behaviour and not the person
Respect confidentiality
Acknowledge that it is OK to make mistakes
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Activity 4
What is this evidence OF?
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How would you document your judgement?
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Activity 5
What is this evidence OF?
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Activity 6
Consider the required skills involved in the illustrated task.
‘Step into the picture’ and place yourself in the skill environment as if you were observing
the candidate. In reality you would then see and hear a lot more than is illustrated in the
picture!
Note sufficient detail on the assessment tool (next page) to clearly explain the candidate’s
observable behaviours (performance).
Be prepared to share your findings with the other teams.
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Prepare and Serve Espresso Coffee
Skill: Demonstrate appropriate skills when preparing and serving espresso coffee
Instructions: The assessor is to note the observable behaviours (performance) demonstrated by
the candidate
Assessor Observation Checklist
Criteria Addresses requirements
Observable Behaviours (performance)
Organises and prepares work area
Uses active listening to record
customer’s requirements
accurately
Uses equipment in line with
manufacturer’s instructions and
safety requirements
Extracts coffee into correct
glassware
Checks coffee for quality
Presents coffee attractively
Stores coffee appropriately
Keeps workstation and equipment
clean
OH & S requirements all meet
legislation to ensure a safe,
healthy and hygienic environment
Other criteria identified by the
assessor
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Activity 7
What are these pictures evidence ‘of’? Evidence is always evidence ‘of’
something! Choose a picture from below and the appropriate unit extract
“Step into the picture.”
1. Observe what is going on around you.
2. Listen for communication taking place.
3. Record what you have seen and heard against aspects of the unit.
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NOTES:
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