1. Bringing Training Alive. What the new Training Packages mean for you
Bringing Training Alive! What the new Training Packages mean for you! August 2015
Bernadette Delaney

2. Session Aims A better understanding of training packages New Standards
Understand the components of training packages
Use of companion volumes
Navigating content to plan your training program
New assessment requirements
Implications for RTOs
Identify compliance issues in planning

3. What are Training Packages and How are they developed?
Section 1
What are Training Packages and How are they developed?

4. What do training packages describe?
Training packages describe workplace standards, not training or education.
CONTEXT An important point . This is why they need to be interpreted, unpacked.
Main Points
Training Packages have the content & standards that you train and assess against.
They provide a map for your training and assessment.
They demonstrate if you are compliant by providing the right training.
Reflection
If you teach the requirements of the training package you prepare students to be work ready.

5. What do training packages describe?
Set of nationally endorsed standards, assessment requirements and qualifications
Provide guidance on the content & topics of your training
Provide guidance on the amount of training
Provide assessment requirements
Strength of TP is that industry endorse them. They are relevant.
They are the foundation of your training program.

6. Training packages do not -
provide an off-the-shelf resource ready to be used for training.
describe how people should be trained, or provide information on delivery and funding
They must be translated into a program
Don’t just repeat the unit of competency/ not suitable for students

7. Understanding the development process assists in devising your training program
Extensive work to research and develop TP
Changes made update/reflect industry requirements
TP qualifications are designed as a best fit for the job outcome & AQF descriptors
All of the TP qualifications to be considered in delivery & assessment
How are they developed
Understanding this is important.
Important to consider all requirements

8. What is the process ?
SKILL NEEDS IDENTIFIED Research need, define job components, underlying knowledge, gain agreement, validation
TRAINING PRODUCT DEVELOPED & ENDORSED- write units of competency & establish qualifications & rules, industry agreement, validation. Companion Volumes & resources
RTOs- Develop training & assessment strategies & resources STUDENTS & EMPLOYERS – choose desired training/qualification
TRAINERS deliver content & student is assessed INDUSTRY receive skills they require as graduates apply skills learnt to the workplace STUDENTS have qualifications for the workplace .
UNDER REVIEW
By Industry Skills Councils (committee structure)
Agreement from key stakeholders- based on national consultations to ensure industry relevance
Research into identifying what is needed to be competent ; environmental scan, issues register, stakeholder consultation
Writing & validating by industry
Case for endorsement
Once qualification is completed it is assumed that they are COMPETENT
This is why training and assessment in TP is important

9. Consider these qualifications
Diploma of Leadership & Management
What does the title tell us ?
Why has the qualification title changed
from the previous one?
What knowledge does a manager need?
What skills does a manager need?
What sort of environments do they work in?
Important to consider the qualification and the structure of core and electives
Refer BSB51915 Diploma of Leadership and Management

10. Qualifications to consider
Certificate III in Early Childhood Education & Care
What type of worker undertakes this
qualification?
How responsible do they need to be?
Why are there so many core units?
What do the core units tell us ?
What sort of environments do they work in?
List that these are the things we learn from the qualification.
Refer to CHC30113 Certificate III in Early Childhood Education and Care

11. Changing qualifications
Reflection – write down your points
How have the skills and knowledge changed in these two occupations over the last few years and why have they changed ?
Refer to mapping information on BSB51915 and CHC
Change from management to leadership and management.
Children’s services changed to child care educator. Over the years this has changed from child care worker to child care educator.
CHCECE009 Use an approved learning framework to guide practice HLTFA311A Apply first aid changed to HLTAID004 Provide an emergency first aid response in an education and care setting

12. Changing qualifications
Reflection
Change from management to leadership and management.
Additional skills for managers, manager as ‘leader’.
Children’s services changed to child care educator. Over the years this has changed from child care worker to child care educator. CHCECE009 Use an approved learning framework to guide practice
HLTFA311A Apply first aid changed to HLTAID004 Provide an emergency first aid response in an education and care setting
Change from management to leadership and management.
Children’s services changed to child care educator. Over the years this has changed from child care worker to child care educator.
CHCECE009 Use an approved learning framework to guide practice HLTFA311A Apply first aid changed to HLTAID004 Provide an emergency first aid response in an education and care setting

13. Changes in Training Packages
Section 2
Changes in Training Packages

14. Why did Training Packages change?
Wanted to make TP clearer and easier to use
Make a clearer work standard
Reduce size and complexity
The set out of a unit of competency has changed
Assessment is separated and clearer
Companion volumes contain implementation information
Changes related to improvements/ addressing issues

15. Old Style versus New Style
TRAINING PACKAGES
Older Style
Newer Style
ENDORSED COMPONENTS
Units of Competency
Introductory information including assessment guidelines
Qualifications
Units of competency
Assessment requirements
Credit Arrangements
NON ENDORSED COMPONENTS
Support Resources
Companion Volumes

16. New Training Package Units of Competency Assessment Requirements
Endorsed
Companion Volumes
Units of Competency
Assessment Requirements
Qualifications
Credit Arrangements
RTO Implementation Guides
Learning Strategies Guide
Knowledge Guide
Assessment Strategies Guide

17. Sample of endorsed ‘new look’ Training Packages
AUM Automotive Manufacturing
AUR Automotive Retail, Service and Repair
BSB Business Services
CHC Community Services
FNS Financial Services
ICP Printing and Graphic Arts
ICT Information & Communications Technology
HLT Health
CUV Arts and Culture
CUA Live Performance and Entertainment
FSK Foundation Skills
TAE Training and Education
MSF Furnishing
SIF Funeral Services
RII Resources and Infrastructure
MAR Maritime

18. New - Coding Old coding New coding CHC08 Community Services
BSB07 Business Services
BSB Business Services
Year of endorsement no longer included
QUALIFICATION CODES TP identifier, AQF level, sequence identifier, year endorsed
BSB51915 Diploma of Leadership and Management
UNIT CODES no longer include a version identifier (A, B, C, D, etc) at the end of
their code. As new style units of competency are updated, they are given a new
‘release’ or version number, e.g., TAEDES401, Release 1;
TP identifier, sector, numbers
CHCECE or BSBWOR502

19. New - Companion Volumes
Implementation Guides
Mapping
Imported units
Implementation information
Resources
Other volumes- assessment strategies, learning strategies

20. In summary : What has changed
NEW TRAINING PACKAGE Endorsed Unit of competency Assessment Requirements Qualifications Credit arrangements AND mandatory Companion Volumes- Implementation REPLACES Large volume of training package

21. Section 3
Changes in units & assessment in the new training packages ?

22. OLDER STYLE
NEW STANDARDS
Unit code/Unit title
To Application & CV
Employability Skills
Removed , used in FS for some TP
Prerequisite units
Prerequisite units (optional)
Application of the unit
Application/content/licensing
Elements & Performance criteria
Required skills & knowledge
Embedded/Foundation Skills
Evidence Guide
New assessment requirements
Range Statement
Range of Conditions (optional)
Unit mapping information
Links to Companion Volume
Unit descriptor

23. OLDER ASSESSMENT
NEW ASSESSMENT
Elements, Performance Criteria, Required Knowledge
Knowledge Evidence
Elements, Performance criteria, Required Skills
Performance Evidence
Evidence Guide: critical aspects for assessment and evidence required to demonstrate this unit of competency
Assessment conditions- conditions for assessment, assessor requirements, materials, resources, physical conditions etc.
Access and Equity Considerations CV
Context of and specific resources for assessment
Conditions & CV
Method of Assessment
Links to Companion Volume Implementation Guide

24. Changes in Units & Assessment
Refer to CHCECE003 unit and assessment requirements Provide Care for Children And the old unit - CHCCN302A Provide care for children . Examine the set out to see the changes . Why are these units not equivalent?

25. What will be in a unit of competency
Modification history Unit code- identifies TP and AQF level Unit title - describes the unit outcomes Application - describes how the unit is practically applied in the industry and in what context(s) the unit may be applied Unit sector - optional (sets of units related to an industry sector)
Written differently
Plain english

26. What will be in a unit of competency
ELEMENTS
Elements describe actions or outcomes that are demonstrable and assessable.
PERFORMANCE CRITERIA
Performance criteria describe the performance needed to demonstrate achievement of the element.
expressed as a standard.
specify the required performance in relevant tasks, roles, and skills.
applied knowledge that enables competent performance.
Written differently
Plain english

27. What will be in a unit of competency
FOUNDATION SKILLS
This section describes those language, literacy, numeracy and employment skills that are essential to performance.
Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
RANGE OF CONDITIONS - optional
UNIT MAPPING LINKS

28. Consider
CHCECE003 Provide Care for Children This unit describes the knowledge and skills required by those working with children to ensure the child's physical and emotional well being is maintained and their self sufficiency is nurtured Look at the unit and write down what is required in this unit- what are the main things to demonstrate This is what you are training and assessing with units of competency

29. Consider BSBWOR502 Lead and manage team effectiveness
This unit describes the skills and knowledge required to lead teams in the workplace and to actively engage with the management of the organisation.
Look at the unit and write down
what is required in this unit-
what are the main
things to demonstrate
This is what you are training and
assessing on with training packages

30. Assessment Requirements
Performance Evidence
specifies the required product and process evidence.
specifies the frequency and/or volume of product/process evidence.
specifies the relationship between the product and process evidence and the performance criteria.
Knowledge Evidence
specifies what the individual must know in order to safely and effectively perform the work task described in the unit of competency.
relates directly to the performance criteria and/or range of conditions.
indicates the type and depth of knowledge required to meet the demands of the unit of competency.
Assessment Conditions – describes conditions/assessor requirements

31. Exercise: Assessment requirements
Refer to CHCECE003 and BSBWOR502 Assessment conditions How do the conditions differ? Assessing knowledge How would you gather the knowledge evidence for CHCECE003? Performance Evidence How do these differ?
Assessment Conditions
No 4b CHCECE003 Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.
No 7b Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.
In addition, assessors must be a registered nurse or registered enrolled nurse or registered Aboriginal and/or Torres Strait Islander health practitioner.
Assessing Knowledge
Unpack the requirements/Project
Performance Evidence
No 4b CHCECE003 at least once
performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work in at least one regulated education and care service.
No 6b BSBITU201 Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

32. ACSF – learning, reading, writing, oral communication and numeracy
Foundation Skills – language, literacy, numeracy and employability skills that are essential to performance
ACSF – learning, reading, writing, oral communication and numeracy
Core Skills for Work – Navigate the World of work; Get the Work Done; Interact with Others
Go through each one and explain

33. Every Unit has Foundation Skills
Reading – what indicates reading
appropriate documentation
comply with directions
follow written procedures
interpret and monitor
Writing- what indicates writing
complete reports
document
identify
inventory

34. Exercise: Foundation Skills 34
What would indicate reading?
What would indicate writing?
What would indicate oral communication?
Refer to unit BSBWOR502 Lead and manage team effectiveness

35. Section 4
Planning your training program & your assessment

36. Step 1 Planning Establish the needs of the training product
What is the work context of this qualification?
Check the qualification rules? The AQF level & volume of learning?
Think about the outcomes of your program – what does the industry want? Have you consulted industry?
How will the training be delivered? (work based, self paced, face to face)
Any specialist conditions? (placement, equipment)
Check Implementation Guide

37. Step 2 Consult Resources
Implementation Guide - A mandatory work placement has been included in several qualifications in this training package.
CHC30113 Certificate III in Early Childhood Education and Care 120 hours
Check -
Learning Strategies Guide
Knowledge Guide
Assessment Strategies Guide

38. Step 3 Identify participants’ needs
Are they workers, school leavers, mature learners or other?
Do they have existing skills and knowledge? Experience?
What is their current language, literacy and numeracy (LLN) level?
Will they require additional support for LLN?
Do they have special needs e.g. physical or intellectual disability?
Where will delivery and assessment take place?
Work placements?
Online delivery?
Effects the design of the program

39. Step 3 Identify participants’ needs
Reflection
How will I identify participant’s needs?
What are some examples of tailoring programs to suit the needs of learners?

40. Step 4 Modes, structure & sequence
Identify how you will organise the program
Clustered delivery & assessment?
Modes of instruction & training?
What facilities will you use?
How much time has been allocated?
Resources?

41. Step 4 The benchmark The importance of mapping
You must study the units of competency and the assessment requirements to make sure the requirements are covered. This is best done through mapping.
Read the unit of competency and the assessment requirement to gain a good understanding of what is required for learning & assessment.
Identify what needs to be taught, learnt and assessed
Sources resources
Decide how you will structure the program

42. Step 4 Be creative
Lecture PANEL Forum Debate Presentation GROUP PROJECT Film Utube Film interviews Group Discussion Buzz Groups Brainstorming ROLE PLAY SIMULATION GAMES Shadowing Case Study RESEARCH INTERVIEWS Workplace Practical demonstrations Organising an event

43. What does all this mean for RTOs ?
Section 5
What does all this mean for RTOs ?

44. Implications for RTOs Changes in planning processes
Mapping of training to the units and assessment requirements
Amount of training & learning outlined/ AQF requirements
Assessment requirements more specific
Mapping of assessment tools
Integration of Foundation Skills
Changing resources
Checking and mapping assessor requirements
Amount of training & learning outlined examples legislation, frameworks

45. Planning
Covering the unit of competency and the assessment requirements
Your planning needs to keep in mind the Regulatory Standards.

46. Standards for Registered Training Organisations (RTOs) 2015
1.1 The RTO’s training and assessment strategies and practices, including the amount of training they provide, are consistent with the requirements of training packages and VET accredited courses and enable each learner to meet the requirements for each unit of competency or module in which they are enrolled.
Evidence on the amount of training to be provided?
What content should you cover?
What is the Volume of Learning for the qualification?
Strategies and practices enable each learner to achieve requirements.

47. Standards for Registered Training Organisations (RTOs) 2015
1.2 For the purposes of Clause 1.1, the RTO determines the amount of training they provide to each learner with regard to:
the existing skills, knowledge and the experience of the learner;
the mode of delivery; and
where a full qualification is not being delivered, the number of units and/or modules being delivered as a proportion of the full qualification.
Standards now require that ‘amount of training’ is determined relative to learner’s existing skills and knowledge and mode of delivery.
Pretraining assessment, including LLN

48. Standards for Registered Training Organisations (RTOs) 2015
1.3 The RTO has, for all of its scope of registration, and consistent with its training and assessment strategies, sufficient:
trainers and assessors to deliver the training and assessment;
educational and support services to meet the needs of the learner cohort/s undertaking the training and assessment;
learning resources to enable learners to meet the requirements for each unit of competency, and which are accessible to the learner regardless of location or mode of delivery; and
facilities, whether physical or virtual, and equipment to accommodate and support the number of learners undertaking the training and assessment.
Standards now explicitly state that staff, facilities, resources and equipment must be in place for the RTO’s entire scope of registration at all times.

49. Standards for Registered Training Organisations (RTOs) 2015
1.4 The RTO meets all requirements specified in the relevant training package or VET accredited course. Similar to 1.1 Follow training package requirements

50. Standards for Registered Training Organisations (RTOs) 2015
1.5 The RTO’s training and assessment practices are relevant to the needs of industry and informed by industry engagement.
Standards now explicitly require that training and assessment practices are informed by industry engagement.

51. Standards for Registered Training Organisations (RTOs) 2015
1.6 The RTO implements a range of strategies for industry engagement and systematically uses the outcome of that industry engagement to ensure the industry relevance of:
its training and assessment strategies, practices and resources; and
the current industry skills of its trainers and assessors.
Standards now require that the currency of trainers and assessors industry skills be informed by industry engagement.

52. Compliance issues
Volume of Learning- is it enough training to cover the requirements and to prepare for assessment
Do not cover the unit in your training and assessment -Look at TAS, resources, delivery plans, assessment tools
Consistency in own documents
Planning does not cover all the requirements – no consulting with industry
Packaging rules are incorrect
Codes are incorrect
Resources not appropriate
Merging of learning & assessment
Assessment not based on the unit of competency requirements
“Tick sheets” rather than assessment tools
MUST FOLLOW THE TRAINING PACKAGE
1. Don’t let learning and assessment merge

53. Why TAS is important
Essentially a plan of how you meet all the training and assessment requirements outlined in the Training package or curriculum document. It will be presented to meet learner needs and reflect industry consultation.

54. What does it do? It guides the trainer
It arranges the material to train with what suits the learner
It lists learner needs
It correctly lists the qualification - Codes, titles, packaging rules
It lists the assessment approach -matrix
It lists the trainers
Validation approach

55. Activities to be undertaken in the development of a TAS
Determine industry requirements
Select qualification/units of competency
Resources needed
Mapping assessment & content
Determine target group needs
Determine delivery and assessment schedule
Determine evidence gathering/assessment method
Validate assessment strategies
Other details

56. Select a qualification
What is on your scope?
What units of competency can be offered?
Industry views on packaging?
Potential learner needs?
Development of your delivery plan (TAS) and unpacking are linked.

57. Summary The background of training packages New Standards
Components of training packages
Unpacking the new units of competency
The importance of foundation skills
Unpacking new assessment requirements
Identify compliance issues in planning

58. Context Dept of Industry & Science
Standards for Training Packages
ASQA
Standards for RTOs 2015
Standards for VET Regulators
Standards for VET Accredited Courses

59. How are training packages developed?59
NSSC Training Package Development
and Endorsement Process Policy
describes the process by which
Training Packages are developed
and endorsed

60. New Standards for Training Packages
New Standards for Training Packages were endorsed by the Standing Council on Tertiary Education, Skills and Employment (SCOTESE) on 16 November 2012 
ISC preparing the conversion
to new training packages- go to their sites
INFORMATION SESSIONS
No 4 Document

61. Getting information Industry Skills Councils www.isc.org.au
Australian Skills Quality Authority – fact sheets
Training.gov.au

62. The quality stamp