TAE40110 Certificate IV in Training and Assessment. Course Overview

Transcription

1 TAE40110 Certificate IV in Training and Assessment Course Overview

2 Table of Contents Table of Contents Welcome VECCI Team TAE40110 Certificate IV in Training and Assessment Program Information Entry requirements and pathways Course Content Recognition of Prior Learning / Credit Transfer Time Commitment and Course Duration Assessment methods and requirements Employability Skills Summary

3 1. Welcome Welcome to your Certificate IV in Training & Assessment course at VECCI. This course overview has been developed to provide you with important facts regarding the program. Please read it carefully. If you require further information please speak to your facilitator or the Training Registrar whose details appear below. 1.1 VECCI Team Belinda Tierney General Manager, Training & Business Sustainability Ph: (03) Address: Lv2, 150 Collins Street Melbourne 3000 My trainer is: Phone: Laura Dillon Training Registrar/ Senior Training Administrator Ph: (03) Address: Lv2, 150 Collins Street Melbourne TAE40110 Certificate IV in Training and Assessment 2.1 Program Information This qualification reflects the roles of individuals delivering training and assessment services in the vocational education and training (VET) sector. 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. The skills you gain from this course will prepare you for a range of careers, including: enterprise trainer enterprise assessor registered training organisation (RTO) trainer RTO assessor training adviser or training needs analyst Vocational education teacher. 2

4 This course provides the opportunity to formalise and to develop delivery and assessment skills to perform at a higher level in the workplace and receive a nationally accredited qualification. Key features of the program include: Flexible delivery, combining face-to-face workshops, self-directed learning and workplace learning Nationally recognised competencies that can be gained on the job Holistic assessment process Units of study that reflect workplace context A wide range of learning opportunities Due to its flexibility and focus on workplace development of skills and knowledge and their immediate applicability on job, this program ensures its relevance and currency to participants. Among other things, you will learn how to: Design and develop learning programs Plan, organise and deliver group-based learning Plan, organise and facilitate learning in the workplace Plan assessment activities and processes Assess competence Participate in assessment validation Address adult language, learning and numeracy skills 2.2 Entry requirements and pathways There are no entry requirements for this qualification. Enrolment Requirements As this qualification requires participants to apply and practice their new skills across an organisation, with access to different occupational groups and circumstances, and also to base their assessment solutions in a workplace environment, it is strongly recommended that participants are employed or otherwise engaged in a trainer s or related role. Assessment assistance may be provided, if this is not possible. Participants must be over 18 years of age. 3

5 Pathways from the qualification After achieving TAE40110 Certificate IV in Training and Assessment, candidates may undertake TAE Diploma of Vocational Education and Training or TAE Diploma of Training Design and Development 2.3 Course Content Total number of units = 10 7 core units, plus 3 elective units of which: at least 2 units must be from the elective units provided 1 unit may be from any endorsed Training Package or accredited course at Certificate III level or above Code Title Nominal Hours Core Units ( 7) TAEASS401B Plan assessment activities and processes 20 TAEASS402B Assess competence 15 TAEASS403B Participate in assessment validation 20 TAEDEL401A Plan, organise and deliver group-based learning 30 TAEDEL402A Plan, organise and facilitate learning in the workplace 25 TAEDES401A Design and develop learning programs 50 TAEDES402A Elective Units (3) Use training packages and accredited courses to meet client needs 25 TAEDEL301A Provide work skill instruction 40 TAEDEL404A Mentor in the workplace 30 TAELLN411 Address adult language, literacy and numeracy skills 30 Total nominal hours 285 4

6 Other electives options To facilitate increased flexibility and better providing for students diverse work and learning needs, other electives may be selected by participants for RPL/ CT only or by for customised courses according to the Packaging Rules. Elective units must be relevant to the work environment and the qualification, maintain the integrity of the AQF qualification level alignment, and contribute to a valid, industry-supported vocational outcome. Other elective options must be approved by the General Manager, Training and Business Sustainability. Elective units for RPL / Credit Transfer only or for customised courses may include: TAEASS301B Contribute to assessment TAEASS502B Design and develop assessment tools TAEDEL403A Coordinate and facilitate distance-based learning TAETAS401A Maintain training and assessment information BSBCMM401A Make a presentation BSBLED401A Develop teams and individuals BSBMKG413A Promote products and services BSBREL402A Build client relationships and business networks Units of competency to be studied The following units of competency have been selected in consultation with the industry and they must all be successfully completed by participants to become eligible for the Certificate IV in Training & Assessment. 1. TAEDES401A Design and develop learning programs This unit describes the performance outcomes, skills and knowledge required to conceptualise, design, develop and review learning programs to meet an identified need for a group of learners. The unit addresses the skills and knowledge needed to identify the parameters of a learning program, determine the design, outline the content and review its effectiveness. 2. TAEDES402A Use training packages and accredited courses to meet client needs This unit describes the performance outcomes, skills and knowledge required to use training packages and accredited courses as tools to support industry, organisation and individual competency development needs. 5

7 3. TAEDEL301A Provide work skill instruction This unit describes the performance outcomes, skills and knowledge required to conduct individual and group instruction and demonstrate work skills, using existing learning resources in a safe and comfortable learning environment. The unit covers the skills and knowledge required to determine the success of both the training provided and one s own personal training performance. It emphasises the training as being driven by the work process and context. 4. TAEDEL401A Plan, organise and deliver group-based learning This unit describes the performance outcomes, skills and knowledge required to plan, organise and deliver training for individuals within a group. 5. TAELLN411 Address adult language, literacy and numeracy skills This unit describes the skills and knowledge a vocational trainer or assessor requires to identify language, literacy and numeracy (LLN) skill requirements of training and the work environment, and to use resources and strategies that meet the needs of the learner group. The unit applies to individuals who teach, train, assess and develop resources. Competence in this unit does not indicate that a person is a qualified specialist adult language, literacy or numeracy practitioner. 6. TAEDEL402A Plan, organise and facilitate learning in the workplace This unit describes the performance outcomes, skills and knowledge required to plan, organise and facilitate learning for individuals in a workplace. 7. TAEDEL404A Mentor in the workplace This unit describes the performance outcomes, skills and knowledge required to establish and develop a professional mentoring relationship with a learner, in particular an apprentice or trainee employed by, or undertaking work placement in, a workplace. It includes establishing the need for mentoring, developing a mentoring plan/framework, facilitating and monitoring the mentoring relationship, and evaluating the effectiveness of mentoring. 8. TAEASS401B Plan assessment activities and processes This unit describes the performance outcomes, skills and knowledge required to plan and organise the assessment process, including recognition of prior learning (RPL), in a competencybased assessment system. It also includes the development of simple assessment instruments. 6

8 9. TAEASS402B Assess competence This unit describes the performance outcomes, skills and knowledge required to assess the competence of a candidate. 10. TAEASS403B Participate in assessment validation This unit describes the performance outcomes, skills and knowledge required to participate in an assessment validation process. 2.4 Recognition of Prior Learning / Credit Transfer Participants are advised upon registration that RPL/ Credit Transfer option is available, and this process must start upon enrolment, and preferably be completed before the course commences. This will allow participants who were unsuccessful to enrol in and complete all the required units in this qualification. National Recognition Under the national recognition process, RTOs are required to recognise qualifications and statements of attainment issued by another RTO. VECCI will grant direct credit for relevant equivalent superseded units previously achieved by participants. Refer to your Participant Handbook or call the Training Registrar for more information on the RPL / CT and national recognition processes. 2.5 Time Commitment and Course Duration The Volume of Learning includes all activities that are required to be undertaken by the typical student to achieve the learning outcomes. This training course will be provided through a range of flexible delivery and assessment methods to meet the individual needs of students and employers. This program is delivered through a combination of guided learning workshops, reading through the textbook and undertaking the activities in the Participant Assessment Guide to understand the theoretical concepts, and self-directed learning and workplace-based assessment activities. 7

9 The trainers will use a variety of techniques to introduce the learning topics, which may include: presentation, group discussion, demonstration, role play, simulation, and practice activities. The total duration of this qualification under the current Strategy is 285 nominal hours, including the scheduled workshops, which can be completed in approximately 14 months. This requires a significant personal time commitment from participants to successfully complete all requirements to gain the qualification. Participants should allocate a minimum of 8 hours per week to work through the textbook, undertake the self-directed learning activities and then complete the assessments. Assessments for each unit of competency are generally due within 12 months from the last unit workshop; for classroom-based assessments you will be provided all the information at the beginning of the course. All assessment work must be received by VECCI by the end of the course. Where participants are able to demonstrate extenuating circumstances, however, an extension for assessment submission may be granted. This scheduling allows for a reasonable time for self-directed study, workplace practice and assessment preparation. The nominal course end date is 12 months from the date of the last scheduled workshop. 2.6 Assessment methods and requirements At the beginning of your course, you will receive the text book Vocational Training and Assessment by Dan Hill, Terry Hill, Lee Perlitz. The text is meant to guide you through the studying of each unit and consists of essential information on the topic (underpinning theory) and activities to help you practice what you have learned and self-assess your knowledge and understanding. Assessment consisting of a number of assessment tasks to be undertaken in the classroom and in the workplace or a simulated work environment. The methods of assessment may include the following: written assessment tasks, questions and answers, observation, projects and portfolio of evidence; if in an onsite customised course, a training log may also be included. To demonstrate competence for the units in this qualification, you will be required to complete all the tasks and activities in your Participant Assessment Guide, which make up the assessment for each unit. 8

10 If the assessment asks for samples of documentation from the workplace, they must be attached to the corresponding task, careful to remove / block out any confidential information. You should answer the assessment tasks using the information provided in the learning materials and the context of your own workplace (or provided case studies/scenarios). All participants will be supported by their facilitator to complete their outside-class assessments via and telephone as needed. VECCI regularly monitors course progress and participants are also encouraged to liaise with their facilitator regarding their progress or to arrange for an assessment consultation, if necessary. For more detailed information on the delivery and assessment process, methods and requirements, refer to the Participant Handbook. Important note on missing classes: If a student misses scheduled days for the Certificate IV in Training and Assessment they must advise VECCI prior to this date. After discussions with VECCI Training Registrar and/or the facilitator they will either: 1. If the student misses 1 class, the facilitator will discuss the requirements with the student, no additional make up day will be required. No additional fee 2. If the student misses 2 or more consecutive days, the student will be required to complete 2-3 hours of coaching with the facilitator prior to the next scheduled class. This will be at an additional fee of $110 per hour + GST. Student will have to make arrangements with the Training Registrar. 2.7 Employability Skills Summary Today, employers in Australia and all over the world value people who have the necessary skills and knowledge but whom also fit well into their organisation, use their initiative to solve day-to-day problems, work productively, manage their time efficiently, and are keen to continue learning. These types of skills are known as 'employability skills'. These are skills required not only to gain employment, but also to progress within an enterprise so as to achieve one's potential and contribute successfully to enterprise strategic directions. The employability skills are embedded within each unit of competency you will study and they will be holistically assessed together with the other performance requirements. The following table contains a summary of the employability skills required by industry for this qualification; the outcomes described here are broad industry requirements that may vary 9

11 depending on the detailed requirements of each unit of competency that makes up this qualification. Employability Skill Industry/ enterprise requirements for this qualification include: 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 nonverbal language that is sensitive to the needs and differences of others mentoring, coaching and tutoring techniques 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 Planning and organising 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 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 10

12 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 11