1. Engaging effectively with industry to tailor learning and assessment to work place needs Rosemary Condon Director of Work Place Training and RTO Consultancy

2. The quality stamp

3. What do we mean by effective engagement ? The trainer has the skills to identify the core skills needs of the business and the trainee; The business/ manager is comfortable with the proposed training and the manner in which it will be delivered; The trainee feels a measure of control and his / her literacy and numeracy needs are addressed during the training The business/ manager has confidence in the delivery of training and accepts that his business has a key role to play in building his workers’ capacity through targeted training

4. How do we position trainees for a successful experience in training? Literacy and numeracy needs of trainees must be identified; Foundation Skills support must be provided if required to support trainees’ literacy and numeracy development; Employers / businesses need to understand the benefits of Language Literacy and Numeracy training to their bottom line.

5. Why? There is a perception that Australians have been slipping in terms of numeracy and literacy for some time. The Education Review reported on 9 February 2012 that Australian students have performed well above the OECD average but their results in reading literacy have declined significantly over recent years. Australia was the only high performing country to record a significant decline in performance in reading literacy. Our 2009 maths results were up on 2006 results but down on 2003 results. Clearly we do have a problem.

6. Work place Literacy and Numeracy The workplace influences both the type of literacy skills needed, as well as how they are deployed. Workplace numeracy requires training that reflects workplace practices and incorporates authentic problem- solving in real or simulated tasks in small groups with shared responsibilities. It also needs to incorporate the development of meta- cognitive skills such as critical thinking, learning to learn, planning and problem solving.

7. Identifying trainee’s core skills gaps These steps use the Australian Core Skills Framework (ACSF) to profile the core skills of learners against the requirements of unit(s) of competency. Step1: Identify core skills required for work [ mapping unit(s) Step 2: Identify learner’s core skill level Step 3 : Design delivery and assessment (supporting core skills gap)

8. Step1: Identify core skills required for work This means analysing individual units to pull out the core skills contained, for example the words ‘confirm with relevant people’ may require the learner to ask a supervisor a question. How to identify job LLN requirements? a) Unpack unit(s) of competency (to identify embedded core skills) b). Analyse workplace requirements (to decide how these skills are applied on the job) c) Map job skills to the ACSF (to visually profile workplace core skills)

9. Additional attachments and templates for you to use ACSF Appendix 2: Examples of what a person is able to do at each of the 5 levels in each of the core skills ACSF Appendix 2: Attachment 1: Core skill prompts Attachment 1: Template 1: Core skill listing Template 1: Template 2: Work skills analysis Template 2: Template 3: Work skills mapping Template 3: Template 4: Work skills summary Template 4:

10. Unpacking a unit of competence Core skills can be located in any section of the unit of competence by asking the following questions What will the learner have to listen to and understand? What will the learner have to say? What will the learner have to read? What will the learner have to write? Will the learner need to understand any diagrams, pictures or symbols? What Maths calculations will the learner need to do? Which aspects will require the learner to use learning strategies or initiative?

11. Unpacking a unit of competence (continued ) Core skills may be implied rather than explicitly stated, for example ‘filing’ may imply knowledge of alphabetical order. There are many words that signal core skills, eg: relevant documentation legislative requirements records are maintained data collection estimated Explained feedback … questions are used …

12. How core skills can be identified within a unit of competency Element: receive and understand information ( CPPSEC2001A Communicate effectively in the Security Industry) 1.1 Information is received and checked against assignment instruction( Information source could be numerical or written, diagrams or spoken; Checking could involve reading and oral communication) 1.4 Areas of uncertainty or misunderstanding are identified and explained ( likely to involve oral communication and learning)

13. Analysing work place requirements/ what is expected on the job? Learning How are uncertainties or misunderstandings identified and explained? ( by recognising that more information is needed or explaining requirements to someone else) Reading How is information checked? ( could include text, diagrams, numbers and work instruction) Oral communication How is information checked, confirmed and summarised?

14. Mapping job skills to the ASCF ACSF Appendix 2 ACSF Appendix 2 provides examples of what a person is able to do at each of the 5 levels in each of the core skills. This will give you an idea about the performance requirements of each level. Use Template 3: Work skills mapping to map the results of your analysis to the ACSF levels.Template 3: Work skills mapping

15. Identify the learner’s core skills level This step involves identifying learners who may need LLN support to participate in and successfully complete the training. Prior to the commencement of training each learner completes a Pre- Training review or assessment task which has been designed to identify any areas of difficulty the learner may have.

16. Attachments and templates that can be used in this process ACSF Appendix 2: examples of what a person can do at each of the 5 levels in each of the cores kills; Attachment 2: sample LLN activity Template 5: LLN activities Template 6: LLN Cover Template 7: learner Skills Summary

17. LLN indicator tools A basic written LLN Indicator tool can be designed to elicit information to the learner relating to the following: Work experience Education levels Country of origin Self –assessment of LLN skills Simple reading, writing and numeracy tasks relevant to the job

18. (continued) Design some questions and activities around the performance levels within the ACSF ACSF Appendix 2 gives you some examples of what a person is able to do at each of the 5 levels

19. Template 5 : LLN activities This can be used to design activities for each of the core skills areas across the five ACSF levels. This template is suitable whether you are using a unit by unit approach, or clustered approach i.e you can include more than one activity against each core skills at each level

20. PREPARING A CORE SKILLS SUMMARY The results of the activities and questions from your LLN indicator tool can be brought together to summarise and individuals core skills profile Look at Template 7: learner skills summary

21. Design delivery and assessment Conduct a gap analysis between the individual and the job requirements; The gap will be between the LLN skills required by the work place outcome and the individual skills of the learner; This means developing training and assessment strategies which support the learner in any gap areas.

22. continued The following attachments and templates can be used in this process Attachment 3: Reasonable adjustment Attachment 4: LLN support models Template 8: T&A strategies

23. Any questions ?

24. Thank you Construction and Property Skills Industry Council) For permission to use CPSISC templates