Unpacking and Implementing Training Packages

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Unpacking and Implementing Training Packages

• Linda Hopkins

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Workshop aims

• to share the learning, issues, experiences,
  resources and outcomes of the program
• and
• to identify ways of sustaining and extending the
  learning and outcomes.

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Original workshops

• Training packages and industry consultation
• Developing learning and assessment strategies
• Developing learning and assessment materials and
  tools
• Developing validation processes
• Monitoring and review

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Action Learning Groups

• Community Services - Aged Care
• Hair and Beauty
• Carpentry and Joinery
• Hospitality

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Workshop 1 - Unpacking Training Packages

• Challenges
• clarifying which documents originate within TAFE
  NSW and which from ISCs
• using the whole training package especially
  qualification frameworks and packaging rules,
  skill sets and assessment guidelines
• contributing to the continuous improvement and
  development of training packages.

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Workshop 1 - Industry Consultation

• Issues
• If the ISC consults with industry, why does the
  RTO need to do this too?
• Different types of consultation are necessary for
  different purposes eg, when developing
  strategies for learning and assessment when
  evaluating programs.
• RTOs need to take advantage of all forms of
  contact to make consultation cost effective.

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Industry consultation some cost effective
methods

• Short telephone or email surveys of local
  employers/community groups
• Forums of students and teachers who are also
  practitioners
• Incorporating questions into other existing forms
  of contact getting into the habit of recording
  this

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Workshop 2 - Developing strategies for learning
and assessment

• Issues
• Which information is needed from training
  packages?
• How generic or specific should the strategies be?
• Who is going to do what in future?
• How will this work be resourced within Institutes?

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Issues in developing strategies that need
TAFE-wide agreement?

• Nominal duration of courses and units
• Entry requirements for courses
• Monitoring and reviewing courses
• Articulation arrangements and associated issues,
  eg, grading of assessments

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The need for consistency

• In supporting documents
• Marketing materials course information
• Timetables/programs
• Budgets and plans
• Class rolls
• Completed assessment tools
• AND
• Teacher/student experiences

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Workshop 3 Developing assessment materials

• Issues
• Ensuring consistency across the Institute
• Ensuring there are both assessment tasks and
  recording tools
• Identifying ways of sharing the workload
• Identifying ways of sharing the resources
• Version control
• Who should manage/lead this?

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Workshop 3 - Developing Unit Delivery Guides

• Issues
• Developing a consistent template to suit
  disparate needs
• Identifying ways of sharing the workload
• Identifying ways of sharing the resources
• Who should manage/lead this?

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Workshop 4 - Assessment Validation

• Issues
• Narrow view of validation validating tools
  only
• Inconsistency in methods used
• Lack of collaboration in validation leading to
  lack of consensus and commitment emphasis on
  form-filling
• Lack of full understanding of principles of
  assessment and rules for assessment evidence.

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Validation can be of

• Assessment processes
• Assessment tools and materials
• Assessment evidence, and decisions made about the
  evidence

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Assessment validation approaches include

• Meetings of assessors to review and compare their
  own methods of conducting assessment
• Meetings of assessors to review the evidence
  collected for a group of candidates and agree on
  the assessment decisions competent or not
• Supervision by a lead assessor who reviews the
  work of a number of assessors to ensure
  consistency

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Assessment validation approaches include

• Collaboration within a group of assessors to
  design assessment tasks and tools
• Meetings of assessors to review the feedback
  received from a number of assessment candidates
• Teleconferencing
• If an intranet site is available, posting tools
  for feedback

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Planning validation

• Arrangements to make
• Availability of participants
• Venue booking
• Ensuring participants have the knowledge/ skills
  required
• Catering if required
• Recording/reporting of outcomes
• Dissemination of action plan and/or conclusions
  reached

• Documents to organise
• Assessment plans, tools, evidence, etc to be
  validated
• Units of competency
• Training package assessment guidelines
• AQF descriptors
• Source documents/ materials such as candidate
  feedback or completed assessments

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Workshop 5 - Monitoring and Review

• Issues
• Need for a consistent and systematic approach
• Need for analysis and subsequent action
• Inclusion of an appropriate mix of stakeholders
  and issues

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The Quality Indicators

• Competency completion
• Employer satisfaction
• Learner engagement

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Participant feedback

• Issues
• How will the work be resourced?
• How can others learn what we have learned?
• How will the work be managed and who will
  lead/coordinate it?

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Participant feedback

• Suggestions
• Participants to undertake mentoring and coaching
  of others
• Head Teachers to pass on learning and resources
  to sections in other colleges
• Extend use of Share Point use one system
  consistently
• Regular updates/staff development