Healthy Business Training Academy - RPL … manual.pdfHealthy Business Training Academy NPN: 30831...

Healthy Business Training Academy

NPN: 30831

TAE50111 Diploma of Vocational Education and Training

TAE50211 Diploma of Training Design and Development

RPL HANDBOOK

2013

1 Candidate RPL Manual-DTDD_DVET © HBTA 2012 Version Three: May 2013


© HBTA 2013

Healthy Business Training Academy PO Box 217

Helensvale, QLD 4212

Phone: 07 5502 6662

Mobile: 0407 292 661

Email: [email protected]

Web: www.hbta.edu.au

Note that templates for the forms and editable versions of the competency maps are available on the CD or by request via email.


mailto:[email protected]

http://www.hbta.edu.au/


SECTION A

General Information



RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning Recognition assessment recognises that students are not a ‘clean slate’ when they enrol for a new course. They may already completed studies or had considerable working and life experience that prove that they are already competent against some of the competency standards for a course or training program.

The process of RPL (RCC) acknowledges skills, knowledge and attributes acquired through:

• formal training;

• life experience;

• work and business experience (formal and informal training).

(RCC) judges the level of abilities you have against the competency outcomes) of the qualifications. It is judged by a combination of methods, including documentary evidence, challenge testing (practical demonstrations and/or completion of assessments from study modules) and/or on-the-job assessments where this is relevant.

You also have to comply with four basic principles. In order to be valid, your evidence must also be:

• Valid: (the evidence must match the requirements of all components of a unit)

• Authentic: (you must be able to prove that it belongs to you and nobody else)

• Current: (it must be valid against the industry standards currently in place and prove currency or of professional knowledge and practice)

• Sufficient: (it must provide enough evidence for an objective judgement of competence to be made)

Note that applicants for TAE Diploma qualifications are required to read, understand and provide evidence that meets all components of a Unit of Competency.

They are also required to show evidence that they can apply the principles of competency assessment, learning theory and instructional design constructs to provide advanced facilitation practices, assessment systems and develop a more complex range of learning resources.

Given this, enrolments will not be accepted from candidates who use a third party to prepare their application as assessing how well the evidence fits the case is an essential criteria for proving to our assessors that you understand the foundations of professional practice.

If someone else prepares the application, it defeats the purpose because it is their skills being showcased, not the candidates.

In the manual that follows you will find:

• Lists of all units (core and elective)

• Schedules of pre-determined credit transfer from TAA04 units, provided that currency of practice and ongoing professional development can be proved

• Matrices to assist you to gather appropriate evidence to support your case are provided on the CD that accompanies this manual or by email upon request if you are accessing this manual via the web site.

Note that while these only list competencies to the Element Level, you should access the unit on www.training.gov.au and read the Performance Criteria as your assessor may hold a competency conversation with you to determine your skills in applying concepts and principles in design, delivery and assessment.

Please also read the notes that follow on National Recognition and Credit Transfer as these will determine what you may produce to gain status into units without the need for a full RPL assessment of a particular unit.


http://www.training.gov.au/


National Recognition This is the automatic status given for Units of Competency attained with any RTO that are identical to Units listed for your current qualification. This does not require you to undertake a Recognition Assessment.

Our enrolment forms include the option of identifying and including units which you have already completed within your new program (CT). .

We need to see a copy of your qualifications (certified as a true copy by a JP) so that we may list your achievements on the student database.

Credit Transfer Some credit transfers from prior qualifications are identified in the mapping guides, but these must be supported by evidence of currency of practice at the appropriate AQF level and evidence of ongoing professional development activities undertaken. Applicants with BSZ98 qualifications must provide evidence of how they have upgraded and maintained their skills to TAA04 level and beyond.

Other credit transfers are granted on a basis of equivalency as determined by mapping. A credit transfer (CT) application requires us to make a judgment between broadly equivalent (but not identical) Units or modules from accredited courses against the Units on our scope of Registration. Once this determination is made, it applies to all subsequent applications involving these Units or Modules. If we have previously made such a judgment, this will automatically apply to your application and a pre-determined administrative fee will apply.

Applications on the basis of equivalency Candidates who are making applications on the basis of equivalency must first read the determination provided in the link below.

http://www.nssc.natese.gov.au/policies/determination_for_trainer_and_assessor_competencies

The basis for granting recognition (status) Where you can prove your competency levels, you may be given status in various components of the course. This may be against:

• a full Unit of Competency

• a Training Program component, such as a practical workshop which forms part, but not all of the requirement for a Unit

• required knowledge and skills components (such as the theory or basic skills you need in order to understand the concepts and skills in the Unit).

However, ‘gaps’ between your evidence (documentary or otherwise) and the standards may be identified. Where these occur, you will be counselled on how you may make up the ‘missing’ pieces. Some of the options for this are:

• complete the assignments and assessments for study modules to prove that you do know the work

• undergo a challenge test to prove that you can do the work

• attend workshops and seminars to gain a refresher on your skills

• negotiate a modified training program to fill in the ‘gaps’ in your learning and skills.


http://www.nssc.natese.gov.au/policies/determination_for_trainer_and_assessor_competencies


COMPETENCIES IN THESE QUALIFICATIONS

TAE50111 Diploma of Vocational Education and Training CORE UNITS All six must be achieved. Unit Code Unit Title TAEASS501A Provide advanced assessment practice TAEASS502B Design and develop assessment tools TAEDEL501A Provide advanced facilitation practice TAEDES501A Design and develop learning strategies TAELLN401A Address adult language, literacy and numeracy skills TAEPDD501A Maintain and advance professional practice

ELECTIVE UNITS 4 electives must be selected and at least 3 must be chosen from this list. Unit Code Unit Title TAEASS503A Lead assessment validation processes TAEASS504A Develop and implement recognition strategies BSBLED501A Develop a workplace learning environment TAEDEL501A Facilitate e-learning TAEDES502A Design and develop learning resources TAEDES503A Design and develop e-learning resources TAEDES504A Research and develop units of competency TAEDES505A Evaluate a training program TAEICR501A Work in partnership with industry, enterprises and community groups TAELLN501B Support the development of adult language, literacy and numeracy TAETAS501B Undertake organisational training needs analysis TAERES501A Apply research to training and assessment practice

TAESUS501A Analyse and apply sustainability skills to learning programs

TAESUS502A Identify and apply current sustainability education principles and practice to learning programs

ADDITIONAL ELECTIVE UNITS Up to 1 may be chosen from this list or from another Diploma. Other units may be selected only after approval by the RTO. BSBAUD503B Lead a quality audit BSBLED501A Develop a workplace learning environment TAEICR501A Work in partnership with industry, enterprises and community groups



TAE50211 Diploma of Training Design and Development CORE UNITS All five must be achieved. Unit Code Unit Title

TAEASS502B Design and develop assessment tools

TAEDES501A Design and develop learning strategies

TAEDES502A Design and develop learning resources

TAEDES505A Evaluate a training program

TAETAS501B Undertake organisational training needs analysis ELECTIVE UNITS 5 electives must be selected and at least 3 must be chosen from this list. Unit Code Unit Title TAEASS501A Provide advanced assessment practice TAEASS503A Lead assessment validation processes TAEASS505A Lead and co-ordinate assessment systems and services TAEASS504A Develop and implement recognition strategies TAEDEL501A Facilitate e-learning TAEDEL502A Provide advanced facilitation practice TAEDES503A Design and develop e-learning resources TAEDES504A Research and develop units of competency TAELLN401A Address adult language, literacy and numeracy skills TAELLN501B Support the development of adult language, literacy and numeracy TAEPDD501A Maintain and advance professional practice TAERES501A Apply research to training and assessment practice



ADDITIONAL ELECTIVE UNITS Up to 2 may be chosen from this list. Other units may be selected only after approval by the RTO. BSBAUD503B Lead a quality audit BSBLED501A Develop a workplace learning environment TAEICR501A Work in partnership with industry, enterprises and community groups



Unit Code Unit Title RPL/Credit From TAA04

BSBAUD 503B

Lead a quality audit C/T from other training package qualifications

BSBLED 501A

Develop a workplace learning environment

C/T from other training package qualifications

TAEASS 501A

Provide advanced assessment practice

NE: Will require RPL/RCC evidence and/or gap training

TAEASS 502B

Design and develop assessment tools

TAAASS403B Develop assessment tools


TAEASS 503A

Lead assessment validation processes

TAAASS404B Participate in assessment validation


TAEASS 504A

Develop and implement recognition strategies


TAEASS 505A

Lead and coordinate assessment systems and services

TAAASS501B Lead and coordinate assessment systems and services

TAEDEL 501A

Facilitate e-learning TAADEL501B Facilitate e-learning

TAEDEL 502A

Provide advanced facilitation practice

TAADEL503B Provide advanced facilitation to support learning

TAEDES 501A

Design and develop learning strategies

TAADES501B Design and develop learning strategies

TAEDES 502A

Design and develop learning resources

TAADES502B Design and develop learning resources

TAEDES 503A

Design and develop e-learning resources

TAADES503B Research and design e-learning resources TAADES504B Develop and evaluation e-learning resources

TAEDES 504A

Research and develop units of competency

TAADES505B Research and develop competency standards

TAEDES 505A

Evaluate a training program NE: Will require RPL/RCC evidence and/or gap training

TAEICR 501A

Work in partnership with industry, enterprises and community groups


TAELLN 401A

Address adult language, literacy and numeracy skills

TAALLN401B Address language, literacy and numeracy issues within learning and assessment practice

TAELLN 501B

Support the development of adult language, literacy and numeracy


TAEPDD 501A

Maintain and enhance professional practice

TAEENV501B Maintain and enhance professional practice


TAERES 501A

Apply research to training and assessment practice


TAESUS 501A

Analyse and apply sustainability skills to learning programs


TAESUS 502A

Identify and apply current sustainability education principles and practice to learning programs


TAETAS 501B

Undertake organisational training needs analysis

TAAASS501B Undertake organisational training needs analysis



Map of equivalence between TAE50111 and TAE50211 to guide RPL decisions. Where a TAA unit has been flagged as equivalent, the granting of Credit Transfer or CT will be dependent upon proof of currency of practice and continuing professional development. Key: C = Core El = Elective CT = Credit transfer E = Equivalent NE Not equivalent

TAE50111 TAE50211 TAA/BSB E/NE Gap? BSBAUD503B Lead a quality audit El BSBAUD503B Lead a quality audit El BSBAUD503B CT

BSBLED501A Develop a workplace learning environment

El BSBLED501A Develop a workplace learning environment

El BSBLED501A CT

TAEASS501A Provide advanced assessment practice

C TAEASS501A Provide advanced assessment practice

El None NE RPL/Gap required


C TAEASS502B Design and develop assessment tools

El TAAASS403B NE RPL/Gap required

TAEASS503A Lead assessment validation processes

El TAEASS503A Lead assessment validation processes

El TAAASS404B NE RPL/Gap required

TAEASS504A Develop and implement recognition strategies

El TAEASS503A Lead assessment validation processes


TAEASS505A Lead and coordinate assessment systems and services

El TAEASS505A Lead and coordinate assessment systems and services

El TAAASS501B E Will require currency evidence

TAEDEL501A Facilitate e-learning El TAEDEL501A Facilitate e-learning El TAADEL501B E Will require currency evidence

TAEDEL502A Provide advanced facilitation practice

C TAEDEL502A Provide advanced facilitation practice

El TAADEL503B E Will require currency evidence


C TAEDES501A Design and develop learning strategies

C TAADES501B E Will require currency evidence


El TAEDES502A Design and develop learning resources

C TAADES502B

E Will require currency evidence

TAEDES503B Design and develop e-learning resources

El TAEDES503B Design and develop e-learning resources

El TAADES503B + TAADES504B

E if both held

Will require currency evidence



TAE50111 TAE50211 TAA/BSB E/NE Gap?

TAEDES504A Research and develop units of competency

El TAEDES504A Research and develop units of competency

El TAADES505B E Will require currency evidence

TAEDES505A Evaluate a training program El TAEDES505A Evaluate a training program C None NE RPL/Gap required

TAEICR501A Work in partnership with industry, enterprises and community groups

El TAEICR501A Work in partnership with industry, enterprises and community groups


TAELLN401A Address adult language, literacy and numeracy skills

C TAELLN401A Address adult language, literacy and numeracy skills

El TAALLN401B E Will require currency evidence

TAELLN501B Support the development of adult language, literacy and numeracy

El TAELLN501B Support the development of adult language, literacy and numeracy

El None

NE RPL/Gap required

TAEPDD501A Maintain and advance professional practice

C TAEPDD501A Maintain and advance professional practice

El TAEENV501B E Will require currency evidence

TAERES501A Apply research to training and assessment practice

El TAERES501A Apply research to training and assessment practice



El TAESUS501A Analyse and apply sustainability skills to learning programs



El TAESUS502A Identify and apply current sustainability education principles and practice to learning programs


TAETAS501B Undertake organisational training needs analysis

El TAETAS501B Undertake organisational training needs analysis

C TAATAS501B E Will require currency evidence



WHAT DOES IT MEAN TO BE RECOGNISED AS AN INSTRUCTIONAL DESIGNER OR TRAINING MANAGER?

An instructional designer can work full-time in these roles or can work independently as a consultant with a number of different RTOs or workplaces, both in design roles and in delivery of training and assessment qualifications. A Training Manager will generally work with a single enterprise and have responsibility for the range of qualifications and programs on Scope.

At this level they will have responsibility for training and leading others in order to enhance to corporate knowledge and skill base and promote the professional image of the organisation. They may also find work with commercial developers of training resources or establish their own registered or commercial training enterprise.

In all cases, a sound vocational knowledge in a specific industry is essential in order to understand the requirements of the workplace. It is essential that you maintain the vocational skills relating to your industry experience. Some do this by running their own businesses, or consulting practices. Some undertake sabbaticals or attend frequent meetings with industry and workers. These units of competency cover a number of fields of expertise. A competent instructional designer/senior trainer or lecturer:

1. understands the environment in which learning is occurring (the characteristics of the learning environment; pathways and partnerships; government and enterprise policies and procedures; fostering and promoting an inclusive learning culture, and ensuring a healthy and safe learning environment)

2. knows how to design learning to meet client needs (training needs analysis, designing and developing learning programs based on sound learning principles and for different learning styles)

3. delivers training and facilitates learning and learners (planning and organising group, work-based and e-learning programs, as well as facilitating work-based, group-based, and individual learning)

4. leads others in the development, facilitation and evaluation of learning programs, assessment activities and in professional development

5. provides advanced assessment practices (planning and organising assessments for higher AQF levels, developing assessment tools, RPL tools and instruments, developing assessment banks and leading validation and evaluation meetings)

6. assesses learning outcomes of programs (conducts course, learner and trainer evaluations, provides reports to management and supervises AVETMISS and other required results uploads)

“If you are doing any or all of these roles in your job, then don’t write off your skills – consider getting them recognised.” If you hold a TAA50104 Diploma of Training and Assessment, some of the units you already hold may allow credit transfer into the new Diploma, providing that you have maintained your currency of practice and that you can prove that you keep up to date with industry and training advances through membership of professional associations, communities of practice or attendance at PD activities. In addition, you may have other training and assessment skills that can be used to get recognition in additional units the Diploma: e.g. You may have skills in training advisory services; language, literacy and numeracy practice; auditing; or in management, research, or marketing areas. You may also offer in evidence up to two units at Diploma level attained in business or professional qualification levels providing that these relate directly to your work role as an instructional designer or training manager.



TIPS AND HINTS TO HELP YOU PREPARE FOR RECOGNITION

To have skills formally recognised in the national system, assessors must make sure you have the skills and knowledge to meet the industry standard. This means you must be involved in a careful and comprehensive process that covers the content of all unit/s or qualification/s you can be recognised for.

Assessment happens in a variety of ways. Being prepared can save you valuable time and hassle and make the recognition process stress-free for you.

Here are some tips and hints for you:

1. Be prepared to talk about your job roles and your work history. Bring a resume or jot down a few points about where you have worked, either paid or unpaid, and what you did there.

2. Bring your position description and any performance appraisals you have from any training and assessment centres you have worked in.

3. Consider the possibilities for workplace contact. Are you in a workplace that is supporting your goal to get qualified? Would you feel comfortable to have the assessor contact your workplace or previous workplaces so your skills can be validated?

4. Think about who can confirm your skill level. Think about current or recent supervisors who have seen you work in the past 18 months and will be able to confirm your skills. The assessor will need to contact them. You may also have community contacts or even clients themselves who can vouch for your skill level.

5. Collect any certificates from in-house training or formal training you have done in the past.

6. Bring examples of work you have completed: program plans; learning resources and assessments designed; training evaluations conducted.

7. You can speak with your training organisation about other ways you can show your skills in the vocational training and education industry. These could be letters from employers, records of your professional development sessions, employers or clients in related industries or government agencies, acknowledgements, workplace documents (as long as they don’t show client details) or other relevant documents.

We also need to see evidence that you have maintained Professional Development to show you have maintained your professional education and development:

• Documented attendance in VET workshops, seminars or webinars;

• The completion of other relevant qualifications/units of competency

• The updating or currency of vocational skills

• Additional industry experience/activities.

Examples of what we are looking for in Professional Development is;

• What have you done to maintain and enhance your professional knowledge since attaining TAE40110 or TAA04 qualifications?

• What research or activities have you undertaken to keep yourself up to date with the both VET and industry training package developments?

• What steps have you taken to ensure your training and assessment practices continue to reflect ideas and principles learned through PD activities?

• How have you kept up to date with the latest AQTF and or ASQA guidelines in relation to the delivery of Nationally Recognised Training, noting that some States have yet to transition to ASQA?

• How have you ensured that your understanding of delivery and assessment are consistent with the latest TAE10 Training Package requirements?

• What Nationally Recognised Training Packages have you researched, unpacked, and validated?

• What training programs, resources and assessments have you designed that reflect your advanced learning on-the-job or through formal or informal training?



STEPS IN THE RPL PROCESS

Step 1 – Provide information of your skills and experience Complete the attached forms and provide as much information of your previous experience in the training and assessment or VET industry as you can. This is your first opportunity (and not the last) to provide proof of your variety of experience in the industry. Here you can supply examples of your work history which could include:

brief CV or work history certificates/results of assessment certificates/results of assessment – interstate/overseas certificates/results of assessment – universities results/statement of attendance/ certificates – vendor training courses results/statement of attendance/ certificates – in house courses results/statement of attendance/ certificates – workshops, seminars, symposiums, etc results/statements of attendance/ certificates – club courses e.g. first aid, surf life saving industry awards membership of relevant professional associations learning programs learning and assessment strategies training session plans learning resources developed (including electronic forms: videos, MP4s, DVDs…) assessment tools and marking guides completed assessment reports minutes of moderation and validation meetings minutes of industry network meetings quality system documents audit reports and documents marketing information minutes of meetings where leadership and teamwork are evident attendance and enrolment forms diaries/task sheets/job sheets/log books feedback forms and comments references/letters from previous employers/supervisors hobbies/interests/special skills outside work any other documentation that may demonstrate industry experience (list)

You will also need to supply contact details of one or two work referees who can confirm your skills in the industry.

Step 2 – Conversation with Assessor An assessor will review the information you have provided (usually with you) and begin to match up your skills to the units/subjects in the qualification. At this point, you will have the opportunity to discuss and identify your previous experience with the assessor who will understand your industry experience and conduct a competency conversation with you. You will be required to answer training and assessment related questions to identify your current skills. For distance learners, this can be conducted by telephone, email or Skype.

Step 3 – Practical demonstration of your skills The assessor may conduct a practical skills test at your workplace (if appropriate) or at another suitable venue if this is necessary to provide evidence in cases where you cannot provide suitable documentary evidence. This, again, is an opportunity to demonstrate your level of competence. This assessment will be focussed on skills that are required in the qualification. Your assessor will identify the skills that he/she will want you to demonstrate. Distance learners may provide this evidence via digital video or audio content by negotiation.

Further steps After the assessment, your assessor will give you information about the skills that have been recognised and whether you have gained the full qualification. If you do have skill gaps, these may be addressed through flexible training.



Candidate RPL Manual-DTDD_DVET © HBTA 2012 of 26 Version Three: May 2013


SECTION B

Candidate Application Forms



RPL APPLICATION FORM

Applicant Details: 1. Occupation you are seeking recognition in

2 Personal Details

Surname

Preferred Title (Mr, Mrs, Ms, Miss)

First Name/s

Any other name used

Home Address

Postal address if different from above

Telephone Numbers Home: Work:

Mobile: Fax:

Date of Birth / /

Gender MALE / FEMALE

Age

Are you a permanent Resident of Australia

YES / NO

3 Current Employment

Are you currently employed? If Yes, in which occupation are you currently employed? Who is your current employer?

YES / NO ……………………………………………………… ……………………………………………………….

4. Armed Forces details (If Applicable)

Branch of Service

Trade classification on discharge


Healthy Business Training Academy 5. Further Training

Have you undertaken any training courses related to the occupation applied for?

YES / NO

If Yes

What occupation were you trained in?

Training completion Date (month, year)

Country where you trained

Name of course and institution (if applicable)

6. Is there any further information you wish to give in support of your application?

7. Professional Referees (relevant to work situation)

Name Position Organisation Phone Number Mobile Number Email Address

…………………………………………………………………… …………………………………………………………………… …………………………………………………………………… …………………………………………………………………… …………………………………………………………………… ……………………………………………………………………

Name Position Organisation Phone Number Mobile Number Email Address

…………………………………………………………………… …………………………………………………………………… …………………………………………………………………… …………………………………………………………………… …………………………………………………………………… ……………………………………………………………………



APPLICANT EMPLOYMENT HISTORY FORM

Name, Address and Phone number of Employers

Period of Employment (DD/MM/YYYY)

Position Held Full Time Part-time Casual

Description of Major Duties

From To

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Attach additional sheet if required If you are including documents in your application, please provide a brief description below



APPLICATION – Self Assessment Questionnaire TAE50211 Diploma of Training Design and Development

Candidate Name: Date Completed: How often do you perform the following?

Unit Code Unit Title I have performed these tasks

Frequently Sometime

s Never CORE UNITS






ELECTIVE UNITS (Please list only the ones you have chosen) TAEASS501A Provide advanced assessment practice



TAEDEL501A Facilitate e-learning


TAEDES503A Design and develop e-learning resources








BSBAUD503B Lead a quality audit


BSBLED501A Develop a workplace learning environment Candidate Signature: Date:



Supporting evidence

Tick the items you can provide

Year completed

Office Use Only – assessor to use this section to align documents to specific units of competency and identify key questions for competency conversation

Brief CV or Work History

Testamurs/Results of Assessment

Certificates/Results of Assessment – interstate/overseas

Testamurs/Results of Assessment – universities

Results/Statement of Attendance/ Certificates – vendor training courses

Results/Statement of Attendance/ Certificates – in house courses

Results/Statement of Attendance/ Certificates – workshops, seminars, symposiums, etc

Results/Statements of Attendance/ Certificates – club courses e.g. first aid, Surf Life Saving

Industry awards

Membership of relevant professional associations

Learning and assessment strategies

Program plans

Training session plans

Learning Resources

Assessment tools and marking guides

Completed assessment reports

Minutes of moderation and validation meetings

Minutes of industry network meetings

Quality system documents

Audit reports and documents

Marketing information

Minutes of meetings where leadership and teamwork are evident

Evidence of conducting staff PD activities

Attendance and enrolment forms

Diaries/task sheets/job sheets/log books

Feedback forms and comments

References/letters from previous employers/supervisors

Hobbies/interests/special skills outside work

Any other documentation that may demonstrate industry experience (list):



Supporting evidence

Tick the items you can provide

Year completed

Office Use Only – assessor to use this section to align documents to specific units of competency and identify key questions for competency conversation

Declaration I declare that the information contained in this application is true and correct and that all documents are genuine. Candidate Signature: Date



THE FOUNDATION SKILLS FOR BEST PRACTICE

Tick I would like to learn this task/Topic I can do this already and this is my evidence

How a knowledge of adult learning styles, whole brain theories and basic learning psychology to improve my planning of learning activities

Use a Unit of Competency to develop a TNA checklist or RPL checklist

Conduct a Training Needs Analysis(TNA) and write up a proforma TNA project plan

Analyse a work task or task set and map it in a Skills Matrix as a planning tool

Unpack a Unit of Competency and develop a master assessment matrix

Develop assessment plans for workplace learning

Cluster related or co-requisite Units by using an holistic mapping tool

Use a validation checklist to self-check own work against the Principles of Assessment

Write assessment tools for different AQF levels

Prepare RPL assessment tools




Use a risk assessment matrix to check the quality and inherent risks in different RPL/RCC evidence types

Check the legal/ethical/organisational requirements relating to evidence collection

Prepare an assessment resource checklist

Develop or use validation tools and take part in validation processes

Develop learning methodologies and learning resource matrices as simple planning tools

Develop program plans, session plans and action learning plans

Evaluate a commercial resource through validation mapping and an evaluation checklist

Write learning resources to commercial publication standards

Produce accurate costings of training resource development and training and assessment activities

Develop an information/induction session including safety induction program (with handouts)

Interview or evaluate learner groups and profile them




Look at the organisation as a Learning Organisation and develop a simple learning culture proposal

Conduct effective risk and hazard safety assessments

Develop a safety risk assessment report and a safety risk control action plan

Develop learner plans for coaching and mentoring

Learn (and demonstrate) some techniques for workplace coaching and mentoring

Conduct an evaluation on learning and assessment and prepare a simple report

Explain the industry structure and the legal aspects of compliance in the VET industry

Keep training records and issue qualifications

Use access and equity principles to plan information and to deliver training and assessment services

Provide information to prospective students and comply with AQTF standards




The above rows are for you to add your ‘wish list’ for a corporate training program.



EVIDENCE REVIEW

It is expected that this “Evidence Review” summary sheet (or similar) would be attached to each participant’s evidence compiled during the RPL assessment process. (Place a tick in the appropriate evidence collection method column for each unit of competency. Place a line through those units not examined as part of this RPL assessment. Please also complete the risk assessment on the following page.)

Unit Code Unit Title

Que

stio

ns

Prac

tical

Doc

umen

ts

3rd P

arty

R

epor

t

Oth

er

evid

ence

CORE UNITS






ELECTIVE UNITS

TAEASS501A Provide advanced assessment practice



TAEASS505A Lead and coordinate assessment systems and services

TAEDEL501A Facilitate e-learning


TAEDES503A Design and develop e-learning resources








BSBAUD503B Lead a quality audit


BSBLED501A Develop a workplace learning environment Assessor’s Name: Assessor’s Signature: Date:


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