Dr Ruby Training College

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1 Dr Ruby Training College We focus on those, who are from non-english, Asian background Certificate IV in Training and Assessment RTO:

2 Introduction of Certificate IV in Training and Assessment This qualification reflects the roles of individuals delivering training and assessment services in the vocational education and training (VET) sector. Achievement of this qualification or an equivalent by trainers and assessors is a requirement of the Australian Quality Training Framework Essential Standards for Registration (Standard 1 as outlined in Appendix 2 of the Users' Guide to the Essential Standards for Registration). This qualification, or the skill sets derived from units of competency within it, is also suitable preparation for those engaged in the delivery of training and assessment of competence in a workplace context, as a component of a structured VET program. Job roles Job roles associated with this qualification relate to the delivery of training and assessment of competence within the VET sector. Possible job titles and roles relevant to this qualification include: enterprise trainer enterprise assessor registered training organisation (RTO) trainer RTO assessor training adviser or training needs analyst vocational education teacher. To achieve TAE40110, 10 units must be completed, the candidate must demonstrate competency in the seven core units, plus three electives. 7 Core Units are: TAEASS401B Plan assessment activities and processes TAEASS402B Assess competence TAEASS403B Participate in assessment validation TAEDEL401A Plan, organise and deliver group-based learning TAEDEL402A Plan, organise and facilitate learning in the workplace TAEDES401A Design and develop learning programs TAEDES402A Use training packages and accredited courses to meet client needs

3 3 Elective Units are: TAEDEL501A Facilitate e-learning TAELLN401A Address adult language, literacy and numeracy skills BSBCMM401A Make a presentation Qualification: All of the 10 units of competency listed previously must be completed to be awarded the Certificate IV in Training and Assessment. On successful completion of the requirements for this qualification, you will receive a qualification from your Registered Training Organisation (RTO: Dr. Ruby Training College). If you have not completed all the required units of competency for the qualification, we may issue you with a Statement of Attainment that lists the units of competency you have successfully completed. Each unit of competency has a Learner Guide specifically designed for training industry and will assist you to develop the skills and knowledge necessary to meet the requirements of the unit. Throughout these guides, candidates will find information, examples, activities and questions that will assist you in developing competency that is required in your trainer role. Please take the time to complete as many activities and questions as you can. Training packages: Training packages are sets of nationally endorsed units of competency and qualifications used to recognise and assess people s skills. They are developed by national skills councils in consultation with regulators, industry, employers, enterprises and education providers to meet the training needs of specific industries or industry sectors. Employability Skills: We will focus on the following: Communication: interpreting client needs and writing to these; using a range of communication skills, such as listening, questioning, reading, interpreting and writing documents, writing hazard and incident reports, using effective facilitation and interpersonal skills, including verbal and non-verbal language that is sensitive to the needs and differences of others; mentoring, coaching and tutoring techniques

4 Teamwork : working with colleagues to compare, review, and evaluate assessment processes and outcomes; actively participating in assessment validation sessions; managing work relationships and seeking feedback from colleagues and clients on professional performance; developing and evaluating with others learning programs customised for individual or group needs Problem-solving: identifying hazards and assessing risks in the learning environment; using time-management skills in designing learning programs; calculating costs of programs and logistics of delivery, and accessing appropriate resources; generating a range of options to meet client needs Initiative and Enterprise: interpreting the learning environment and selecting delivery approaches which motivate and engage learners; monitoring and improving work practices to enhance inclusivity and learning; being creative to meet clients' training needs; applying design skills to develop innovative and flexible cost-effective programs Planning and Organising : researching, reading, analysing and interpreting workplace specifications; planning, prioritising and organising workflow; interpreting collected evidence and making judgements of competency; documenting action plans and hazard reports; working with clients in developing personal or group learning programs; organising the human, physical and material resources required for learning and assessment Self-management: working within policy and organisational frameworks; managing work and work relationships; adhering to ethical and legal responsibilities; taking personal responsibility in the planning, delivery and review of training; being a role model for inclusiveness and demonstrating professionalism; examining personal perceptions and attitudes Learning: undertaking self-evaluation and reflection practices; researching information and accessing policies and frameworks to maintain currency of skills and knowledge; promoting a culture of learning in the workplace; seeking feedback from colleagues; facilitating individual, group-based and work-based learning Technology: using technology to enhance outcomes, including online delivery and research using the internet; using student information management systems to record assessments; identifying and organising technology and equipment needs prior to training; using a range of software, including presentation packages Due to the special target groups, we will assess the 3 more employability skills: 1. LLN (Language, literacy and numeracy) skill: 1.1. Determine core LLN skill requirements of the training specification 1.2. Determine core LLN requirements of the training context 1.3. Use validated tools and other sources of information to determine existing core LLN skills of learners

5 2.1. Determine the need for specialist core LLN assistance for the learner, based on evidence collected 2.2. Apply appropriate strategies for collaboration with specialist language, literacy and numeracy practitioners 3.1. Select and customise or develop learning and assessment materials that are appropriate to core LLN skills of training specification, training context and learners 3.2. Apply learning support strategies to assist learners to develop required core LLN skills 3.3. Continuously monitor and evaluate approaches to determine areas for Improvement 2. E-Learning skill 1.1. Access, read and interpret learning strategy and learning program to determine learning outcomes and objectives to be met 1.2. Develop knowledge of group and individual learner styles and learner characteristics to support effective planning 1.3. Develop e-learning delivery plan to manage and sequence e-learning activities and events to ensure logical progression of learning content and continuity of e-learner progress 1.4. Confirm technical requirements for the e-learning environment 1.5. Trial and check e-learning resources and materials for technical glitches 1.6. Develop and document protocols for the e-learning environment 1.7. Identify and organise specific technical support needs and mechanisms for e- Learners 2.1. Provide effective introduction to the e-learning environment and discuss, clarify and agree upon objectives and e-learning protocols 2.2. Establish e-learning relationship with e-learners 2.3. Initiate relationships between e-learners to support inclusivity, acknowledge diversity and enable a positive e-learning environment 3.1. Use relevant electronic tools to facilitate e-learning according to the e-learning delivery plan 3.2. Demonstrate good practice in e-learning facilitation to ensure an effective learning experience 3.3. Use relevant support mechanisms to address technical issues 3.4. Build opportunities for authentic learning, practice and formative assessment into the e-learning experience 4.1. Monitor and document e-learner progress to ensure outcomes are being

6 achieved and individual learner needs are being met 4.2. Provide support and guidance inside and outside the e-learning environment as appropriate 4.3. Continuously monitor e-learner interaction with others and participation in e-learning activities, and intervene where necessary to maintain momentum and engagement 4.4. Maintain, store and secure learner records according to organisational and legal requirements 5.1. Conduct a review to evaluate effectiveness of e-learning delivery and facilitation 5.2. Reflect on own performance as an e-learning facilitator and document improvement plans 5.3. Identify and document recommendations for improvements in facilitating e-learning and appropriateness of e-learning systems, tools and resources, and discuss with relevant personnel for future action 3. Presentation skill 1.1. Plan and document presentation approach and intended outcomes 1.2. Choose presentation strategies, format and delivery methods that match the characteristics of the target audience, location, resources and personnel needed 1.4. Select presentation aids, materials and techniques that suit the format and 1.5. purpose of the presentation, and will enhance audience understanding of key concepts and central ideas 1.4. Brief others involved in the presentation on their roles/responsibilities within the presentation 1.6. Select techniques to evaluate presentation effectiveness 2.1. Explain and discuss desired outcomes of the presentation with the target audience 2.2. Use presentation aids, materials and examples to support target audience understanding of key concepts and central ideas 2.3. Monitor non-verbal and verbal communication of participants to promote attainment of presentation outcomes 2.4. Use persuasive communication techniques to secure audience interest 2.5. Provide opportunities for participants to seek clarification on central ideas and concepts, and adjust the presentation to meet participant needs and preferences 2.6. Summarise key concepts and ideas at strategic points to facilitate participant Understanding 3.1. Implement techniques to review the effectiveness of the presentation 3.2. Seek and discuss reactions to the presentation from participants or from key

7 personnel involved in the presentation 3.3. Utilise feedback from the audience or from key personnel involved in the presentation to make changes to central ideas presented Due to the special electives selected for the target groups, the industry/enterprise requirements described above for each Employability Skill are representative of the training industry in general and may not reflect specific job roles. Learning and assessment strategies for this qualification should be based on the requirements of the units of competency for this qualification. Assessment is competency based. Competency-based assessment is largely activity-based and practical. However, competence also implies that an individual demonstrates an understanding of the knowledge that is the basis of the practical task being carried out. Students are assessed according to whether or not they have achieved the performance criteria for each element specified in the units of competency they are undertaking. This method of assessment judges performance against a prescribed standard, not against other students. Students are assessed as 'competent' or 'not yet competent'. Assessment tools and instruments These comprise: An assessment summary sheet to be completed by the assessor, describing and verifying the assessment procedures methods and instruments actually utilised (AT1): sets of learning/ assessment activities that serve to assess the knowledge required for competent performance of each performance criteria and which come together to fulfil the knowledge requirements for each learning element (AT2): questions (allowing for written or oral responses) designed to address the required knowledge for each unit, whether the required knowledge is addressed at the unit or qualification level (AT3): a project or final assessment which involves a theory and, where pertinent, a practical assessment that addresses all of the learning requirements (elements, criteria, required skills and knowledge, and employability skills) for the unit and, in particular, the critical aspects for assessment. Practical assessments should be supported by a contextualised checklist, drawn up by the assessor, to fit with each assessment situation this checklist should be supplied to candidates for

8 assessment ahead of time so they know what to expect and can prepare for assessment (AT4): a supervisor/ third party assessor sign off sheet that can be used to assess practical competencies over time plus employability skills. This should also be accompanied by a task list, drawn up by assessors, to fit with each individual training/ learning/ assessment situation. an assessment validation mapping matrix (the Competency Review Tool) which details and validates the assessments, references the evidence collected to support judgments of competence, enables trainers and assessors to identify the contextualisations made and can also be used as an RPL/ RCC checklist The matrix can be used to identify areas where gaps can be addressed by supplementary assessment activities and to identify opportunities for holistic assessment. It must be supported by the RTO s own validation evidence. Holistic assessment might relate to the whole of the content of particular units or to assessment of clustered units in a qualification. Facilitator and Trainer/ Assessor guides contain marking guidelines suggested or possible answers to the assessment activities, questions and projects. To conform to specific industry sectors and workplaces assessors will identify and document benchmarks and adapt assessment processes so that a consistent and fair assessment result is reached. For this study unit, RTO will require that assessors: validate the assessment tools provided in the support resource identify and record additional assessment processes needed to supplement the assessment tools provided and/or to address access and equity issues The resources contain information and instructions about what an assessor must do, set up or organise so that a candidate for assessment can perform assessment tasks in a consistent manner. Training and assessment strategies Course schedules Training plans Session plans Information/ resources nominated by industry Handouts and supplementary texts, statistics, graphs and diagrams relevant to industry and employment contexts

9 Resources (including time and consumables) that will enable learners to practice and to implement new skills in workplaces or simulated workplaces Feedback opportunities and processes (verbal/ written) to inform learners of what they are doing well and what needs to be improved A range of assessment instructions, tools and evidence gathering methods Marking guides Reading and resource lists Task and assessment checklists Evaluation forms that learners can use to give feedback to the RTO Before training commences learners/ training participants/ candidates for assessment should have competency based assessment explained to them and be advised of the assessment procedures and requirements that will affect them. We, as the RTO, are responsible for clearly outlining and explaining to all learning participants and/or candidates for assessment the arrangements in place for RPL/ RCC applications and evaluations from lodgment to decision. Trainers/ facilitators/ assessors should identify any special needs, reasonable adjustment requirements or adaptations necessary to accommodate cultural or LLN issues. Reasonable adjustment of the training and assessment resources could relate to: Provision of personal support services; for example, reader, interpreter, scribe, support person Provision or allowed use of adaptive technology or special equipment Adjustment of assessment materials, for example, in Braille, first language, audiotape/ DVD Adjustments to the physical environment or venue Considerations relating to age and/or gender Considerations relating to cultural beliefs, traditional practices, religious Observances Trainers and assessors will apply the assessment tools and instruments in the resources in the context of particular local training situations, workplaces and industry sectors. This might mean that they need to supplement or adjust them. Adjustments and supplementation should be properly documented and recorded to inform future training/ assessment plans and audits

10 The assessment environment The RTO should identify the environment in which assessments will be conducted. For competency based training and assessment a judgement of competence should be based on evidence collected as a result of demonstration of required knowledge (theoretical applications), plus repeated demonstration of practical skills as they align with the critical aspects for assessment. Most training packages require that the assessment environment be either a simulated workplace or a workplace. Online and distance delivery modes will need to accommodate these requirements. RTOs should ensure contextualisation to meet the conditions applicable in different environments. RTOs should list and describe any resources required for assessment and provide clear, concise student instructions regarding all aspects of the assessment to assessors and to candidates for assessment. Resources provided also includes: materials, equipment, machinery and environmental conditions similar to a fully functioning workplace consumable resources, needed for practice and for skill demonstrations specifications, work instructions and workplace information, including policy and procedural documents qualified assessors with relevant vocational training and assessment qualifications and competence appropriate evidence gathering tools/ instruments and recording procedures Validation RTOs and their staff should regularly participate in validation processes to ensure that assessments actually assess what they are intended to assess and that, for each unit of competence, the assessments are sufficient to support a reliable, valid and fair judgement of competence. Assessments should be capable of producing consistent results over time and in different situations. The results of internal assessment audits and of moderation meetings that involve assessors from a variety of work areas will be documented. When validating the assessments, RTOs will ensure that we read and confirm, from the resource documents:

11 The instructions for assessors and for candidates for assessment that the learning/ assessment activities (AT1) will assess the underpinning knowledge requirements for each unit that the verbal/ oral questions (AT2) also assess underpinning knowledge as it relates to the critical aspects for assessment and to the required knowledge that the final assessment or project (AT3) addresses all of the PCs in a unit And has a practical component. are distributed to candidates for assessment well in advance of assessment that the supervisor/ third party/ assessor demonstration report (AT4), which is intended to support the other evidence collection processes, is accompanied by a task list that puts the PCs for the unit into an industry/ workplace context and If it is not possible to observe all aspects of performance candidates should be asked questions that allow them to demonstrate their knowledge of processes assessors should document their responses. The supervisor/ third party/ assessor demonstration report (AT4) can be completed by an assessor who observes the candidate performing in the workplace or in a simulated workplace on a sufficient number of occasions. Alternately, it can be completed by a manager, workplace supervisor or team leader with appropriate skills and qualifications, who can verify that the candidate can perform the relevant tasks consistently, to the required standard. Version control and identification Version identification is found at the beginning of each unit of competence, with an identifier in the footer of each page

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