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TAE40116 Certificate IV in Training

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TAE40116 Certificate IV in Training

A registered training organisation must determine who the course is for and what is the intended purpose. In the initial stage, a learning strategy must be agreed upon by the stakeholders. This strategy is developed in consultation with industry professionals to ensure the course being offered meets industry and stakeholder expectations. Once this decision is made, the RTO can begin to develop the learning program, which provides information on how and where the training will take place. 

Different stakeholders will be called upon to provide input on how the program should be structured. Stakeholders may include the clients, trainers, assessors, workplace supervisors and industry experts. By holding consultation meetings with the client, this can provide insight into the individual’s current competency level, preferred learning style and career pathway. Similarly, workplace supervisors and industry experts can also shed light on key skills and knowledge that must be covered to meet workplace standards, especially if the industry is governed by codes of practice and legislation. The nominated trainers and assessors for the course should also be consulted as they too can draw on their work experience and industry currency. 

The program purpose will have an impact on the topics to be covered, the delivery modes, assessment methods and the resources required. There are many reasons why a client may enrol into a learning program. Common reasons include: 

To develop vocational competency by completing a nationally recognised course To undertake an apprenticeship or traineeship 

To refresh or update workplace skills To learn a new skill or procedure 

For professional development (PD) purposes 

To develop language, literacy and numeracy skills 

To meet legislation, licensing or registration requirements To adhere to work health and safety (WHS) requirements 

To take corrective action where staff are not performing to the required standards 

To apply for recognition of prior learning (RPL) or recognition of current competency (RCC)

RPL is an assessment-only pathway that is used to recognise candidate skills based on evidence such as work samples. This method of assessment takes into consideration a person’s work experience, formal and informal training against the requirements of the qualification. In the same sense, recognition of current competency is also an assessment-only pathway however the candidate does not undertake any additional training. RCC is used when the candidate has completed formal training and seeks to have their competency achievements recognised. 

By consulting with the learner group, the RTO will have a more thorough understanding of the learner’s demographic characteristics. Factors to consider include: 

The learner’s employment status – e.g. self-employed, full-time, part-time, causal or unemployed 

The learner’s current and past work experiences 

The learner’s prior education – e.g. school leaver, university graduates, traineeship, apprenticeship 

The learner’s career interests – e.g. changing jobs or industries 

The learner’s special needs – e.g. physical or psychological 

The learner’s training needs – e.g. limited work experiences, refresher course needed 

The learner’s preferred learning styles 

Other considerations that the RTO must take into account include: 

Budget and timeframe constraints The location of the learners

The training venue Workplace training

 

Commonwealth and state/territory legislation 

Industrial relations requirements and WHS obligations Industry knowledge specific to the training needs

Organisational, legal, and ethical requirements of a learning program 

Federal Legislation: 

Anti-discrimination Act – ensure no learner is bullied, harassed or victimised during the training and assessment process. 

Equal opportunity law— each learner must have an equal opportunity to participate and achieve competency.

State/Territory Legislation: 

Each state and territory is governed by their own VET-related legislation which only applies to their state or territory. For example, the Vocational Education and Training (Commonwealth Powers) Act 2012 forms a part of Queensland state legislation.

Organisational Policy: 

Organisations have their own internal policies and procedures and these should be incorporated into learning programs where appropriate. For example, organisations will have different assessment systems, different training and assessment locations, different target learner groups which can impact on the development of training and assessment strategies.

National Codes of Practice: 

The codes of practice are often developed by industry councils and must be adhered to. These codes can reflect on ethical practices, communication, work health and safety and animal welfare.

Determine program outcomes 

As part of the design phase, all stakeholders must agree on the program outcomes and how these will be measured. This involves defining the following: 

The minimum skill and knowledge requirement that must be demonstrated by each learner The method of assessment against industry and training package standards

 

Competency standards 

In Australia, the Vocational Education and Training (VET) system focuses on competency-based training. 

Competence refers to the learner’s ability to demonstrate a set of skills and knowledge time and time again at a competent level in the workplace. For this reason, RTOs will often base their learning program on a qualification or unit of competency. Each unit of competency contains competency standards which must be covered in the program.

Competency standards include: 

Elements and performance criteria 

Required skills and required knowledge 

Performance evidence and knowledge evidence Foundation skills and assessment conditions 

Critical aspects for assessment

Learners are assessed against competency standards because these are the national benchmarks for the chosen industry. To elaborate, competency standards define the minimum expected performance required in the workplace. For a learner to be deemed as competent in a unit of competency, the learner must be able to demonstrate or provide evidence of meeting each competency standard within the unit. It is imperative that the program developers create training and assessment materials that accurately reflect the competency standards within the identified unit of competency. This includes, but is not limited to the training plans, delivery materials, assessment materials such as plans and tools.

Analysing competency standards 

RTOs are often faced with the challenge of meeting a diverse range of client needs. Each RTO will have its own methodology in place when it comes to analysing the suitability of competency standards against a client need. Here is one approach that a RTO may adopt: 

1.      Interview the client to determine their needs Determine support services

Determine their LLN levels 

2.      Interview the workplace supervisor to discuss: 

The client’s current skill and knowledge levels 

The client’s academic history The client’s gaps 

3.      Collaborate with the client and employer to ensure the learning goals are the same 

4.      Review the company’s policies and procedures 

Identify opportunities for contextualisation 

5.      Determine if there are any existing work tasks that could be included in the training 

6.      Determine an appropriate unit of competency/qualification/accredited course 

7.      Develop the learning program based on the needs of the client and employer 

Competency standards are available on training.gov.au. Information on how to navigate this National Register will be explored in Element 2: Work within the VET policy framework.

Foundation skills 

Foundation skills underpin the language, literacy, nummary and employment skills required for competent work performance. For example, the foundation skills specified in the TAE40116 Certificate IV in Training and Assessment offered by ilearn online encompasses: 

Reading Writing 

Oral communication Numeracy 

Navigate the world of work Interact with others 

Get the work done

Where foundation skills are explicitly listed in a unit of competency, the registered training organisation must assess each learner against these skills. The foundation skills table identifies the underpinning skills, lists the performance criteria numbers for each skill and describes the application of each skill in context of the performance criteria. 

Adult Learning Principles 

An effective educator should be aware of the six (6) principles of adult learning. The application of each principle is covered in further detail below. 

1.      Adults are internally motivated and self-directed 

2.      Adults impart life experiences and knowledge to learning experiences

3.      Adults are goal-oriented 

4.      Adults are relevancy-oriented 

5.      Adults are practical 

6.      Adult learners want to be respected  

1.  Adults are internally motivated and self-directed 

An adult learner may resist the learning if they feel others are imposing information, ideas or actions on them. The trainer’s role is to facilitate the learner’s movement towards self-directed learning. Useful techniques that can be employed by a trainer include: 

Reduce the amount of direct supervision at an appropriate pace that is challenging for the learner but does not overwhelm the learner 

Develop rapport with the learner to encourage questions and exploration of concepts 

Show interest in the learner’s thoughts and opinions 

Actively listen to any questions being asked Provide constructive and specific feedback 

Review goals and acknowledge goal completion Set projects or tasks for the learner 

2.  Adults impart life experiences and knowledge to learning experiences 

Adult learners should be given the opportunity to draw on their existing knowledge and life experiences. In this instance, the trainer should take the time to: 

Learn about the learner’s interests and past experiences (personal, work and study related) Assist learners to draw on their experiences when problem-solving, reflecting and applying 

reasoning processes 

Facilitate reflective learning opportunities which can assist the learner to examine biases or habits based on life experiences 

3.  Adults are goal oriented 

When a learner is faced with the need to learn to cope with real-life problems, the trainer can assist these learners by:

 Providing meaningful learning experiences that are linked to the learner’s goals Providing real case-studies to help the learner understand the theory

 

Asking questions that motivate reflection, inquiry and further research

4. Adults are relevancy oriented 

Adult learners need to understand the relevance of the information they are receiving. To help learners realise the value of their practical experiences, the trainer should: 

Ask the learner to reflect on what they expect to learn before and after the experience, and how they might apply their skills in the future 

Provide a fieldwork project to reflect the student's interests

5.  Adults are practical

 

The transition from textbook learning to hands-on problem solving will allow adult learners to apply their skills in a work context. The trainer will need to facilitate this transition process by: 

Explaining the clinical reasoning process 

Promoting active participation amongst learners Providing ample practice opportunities 

Using repetition to promote the development of skill, confidence and competence 

6.  Adult learners want to be respected 

Trainers can certainly show their respect towards adult learners through the use of acknowledgement of the learner’s experiences and encouraging the learner to express their ideas and feedback at every opportunity. 

ELEMENT 2: Work within the VET policy framework 

All registered training organisations are governed by strict standards. Formally known as the Standards for Registered Training Organisations 2015, a training provider must be able to demonstrate their compliance against these standards during an audit. Audits are conducted by the Australian Skills Quality Authority (ASQA) who is the National Regulator. The main governing bodies in the industry are:



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