PD for RTO employees
Like anything for free, you need to decide if it is right for you in your own situation. Tools and opinions in this section are generic in nature
Feel free to have a look, and let us know if you would like more information on anything from this page by emailing firstname.lastname@example.org.
If you have a unit from the BSB training package that you would like an eBook done for, let up know that too.
Industry Training Resources
Here are some tools to that can be used to help develop policies and procedures in modern organisations, and relate to foundation skill:
Why your training starts with their why: Start with why
P.E.S.T analysis: Environmental Scan
Corporate social responsibility: Sustainable Business Practices
Staff Development/Delegation: Succession Planning
Knowledge management cycle: Knowledge Creation Vs Training
Supporting Innovation: Innovation Vs Creativity
Business Start-up: Pre-startup information eBook
Types of Professional Development (PD)
This site is not just for people working for Registered Training Organisations (RTOs), and professional development is relevant to all trainers.
With that said; under the Standards for RTOs (2015), knowledge of current industry practices needs to be maintained for both field that you provide training in, and and Assessors need keep up-to-date with current Training and Education (TAE) practices.
If you are not working for a Registered Training Organisation, you do not need to have a cert IV in TAE in most cases, however a workplace may want you to have one if you are regularly training employees. This may also be a company policy to comply with other legislation, for example the WHS acts, or the Fair Work Act.
If you are working “with” an RTO, and are working towards a formal qualification (or accredited course), there are things the RTO must do under the Standards for RTOs (2015). An RTO can use industry experts to provide the training, but it is up to the RTO to make sure the training is done right. Advice on what RTOs have to do can be found here: Evidence collection by industry experts
If you are involved in workplace training, and wish to undertake professional development to improve your skills as a trainer, your organisation may put a plan in place and work with an RTO to work towards a cert IV in TAE. Here is an example of a program your employer may put in place as part of their organisation learning and development (L&D) plan: Trainer Traineeship
It is not just Assessors that need to update their industry currency; RTOs need to consult with industry to ensure their training products are “informed by industry” and are meeting the needs of that industry.
What is the timeframe for industry currency? This is implied in the standards for RTOs, not specifically stated, but the short answer is “it depends”. On what? Here is an example (you may need a strong coffee before you open this one!): Industry Currency timeframe
Assessors are persons who assess a candidate’s competence in accordance with Clauses 1.13 to 1.16. The assessor is the person who makes the judgement that a candidate has met the competency requirements to issue the qualifications, and Assessors are not always the person doing the training.
There are cross-overs for the industry consultation an RTO has to do to keep their registration, and what Assessors have to do to be considered “Qualified” to determine competency outcomes, so they can help each other. Below are some suggestions as to how Assessors can use their own PD to increase an Assessor’s value to an RTO.
The standards for RTOs (2015) outlines Industry engagement as:
for the purposes of Clauses 1.5 & 1.6, may include, but is not limited to, strategies such as:
- partnering with local employers, regional/national businesses, relevant industry bodies and/or enterprise RTOs;
- involving employer nominees in industry advisory committees and/or reference groups;
- embedding staff within enterprises;
- networking in an ongoing way with industry networks, peak bodies and/or employers;
- developing networks of relevant employers and industry representatives to participate in assessment validation; and
- exchanging knowledge, staff, and/or resources with employers, networks and industry bodies.
There are clear benefits for both the RTO and the Assessor, and the end result of this PD is to improve the quality of training available to candidate undertaking formal training. So the customer of the RTO benefits too.
This term relates to the process of adjusting the requirements of units of competency to specific industries. Contextualisation is different to “Reasonable adjustment” (which is defined Disability Discrimination Act). Some examples can be found here: reasonable adjustment
RTOs may contextualise units of competency to reflect local skill needs. Contextualisation could involve additions or amendments to the unit of competency to suit particular delivery methods, learner profiles, or specific enterprise requirements. Any contextualisation must ensure the integrity of the outcome of the unit of competency is maintained. (Source: PwC’s Skills for Australia)
Industry requirements, as described in training or job specifications, can be used to contextualise a unit of competency, so industry consultation is essential as part of this process. This must be documented, and can be done as part of an Assessor’s PD to update their industry currency that is required by the Standards for RTOs (2015). Demonstrating industry currency is also required by persons involved the validation of training products that RTOs must undertake (see Standards for RTOs, 2015, clause 1.11)
The follow tools may be used to contextualise assessment tools, and may also be used for “reasonable adjustments”. More information on how to use the tools is available in the trainerpd.com member’s area.
Foundation Skill Clusters – To explain the requirements of navigating the world of work, interacting with others, getting the work done, and performance benchmark definitions, start with this document: CSfW Framework
Clustering Units for job roles – This documents outline how project management processes can be used to cluster units of competency into skills sets, and links the assessment process to common educational principles used by RTOs.
LLN adjustment – The term work is intended to be applicable not only to employment contexts, but also in education and training, and broader community contexts. Download the Australian Core Skills Framework (ACSF) for examples of equivalent workplace task examples across each of the three domains. You can also use these examples to determine the LLN level required to by specific industries. For example, a team member may be required to deliver a report as a short prepared talk to co-workers and responds to audience questions (a level 3 Oral Communication activity), or other industries may require written reports (e.g. on sales figures) with input from a range of sources (level 4 writing activity). The will change the “amount of training required” and the LLN entry level requirements for the same unit of competency delivered to different industries.
Using “simulated” work environments – Instructions on when it is appropriate to conduct assessments in an safe work environment using a simulated workplace can be found in the Interpretation Guide: TAE Training Package Release 2.0. This document also has instructions on how to contextualise assessment tools (for any AQF VET course), and conduct reasonable adjustments.
Assessment tool validation process – here is a flowchart of a validation process used to contextualise assessment tools, and set the “benchmark” quality of answers an Assessor working for that RTO should accept from a candidate. The process can be used to develop new tools (as a trial pre-introduction), or as part of the Validating Units for existing tools. This process may also be used by trainers to work towards TAEASS502 Design and develop assessment tools as part of PD to upgrade to TAE40116 Certificate IV in Training and Assessment.
TAE currency PD and practices
trainerpd.com focuses on industry currency in work practices, and there are again cross-overs, however, it relates mainly to assessment contextualisation (different to “reasonable adjustment”) and validation processes that form only part of an RTOs TAE practices.
to better understand current TAE practices, there are specialists out there in this field. For more information on this go to www.understandtae.com.