Unpacking and Implementing Training Packages

1. Unpacking and Implementing Training Packages Linda Hopkins

2. 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.

3. 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

4. Action Learning Groups • Community Services - Aged Care • Hair and Beauty • Carpentry and Joinery • Hospitality

5. 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.

6. 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.

7. 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

8. 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?

9. 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

10. 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

11. 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?

12. 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?

13. 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.

14. Validation can be of: • Assessment processes • Assessment tools and materials • Assessment evidence, and decisions made about the evidence

15. 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

16. 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

17. 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 Planning validation

18. 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

19. The Quality Indicators • Competency completion • Employer satisfaction • Learner engagement

20. 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?

21. 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