certificate iv in assessment and workplace training (bsz40198)

Certificate IV in Assessment and Workplace Training (BSZ40198)

Training Manual

Frances Clarke-Wilson for Wizard September 2003

This manual was developed by Frances Clarke-Wilson, Training and Development Consultant, for Wizard Computer Training to cover the requirements of the complete Certificate IV in Assessment and Workplace Training (BSZ40198) that includes the units of competency:

• BSZ 401A, Plan Assessment • BSZ 402A, Conduct Assessment • BSZ 403A, Review Assessment • BSZ 405A, Plan and Promote a Training Program; • BSZ 406A, Plan a Series of Training Sessions; • BSZ 407A, Deliver Training Sessions and • BSZ 408A – Review Training, from the Training Package for Assessment and Workplace

Training, BSZ98. Resources used in the development include:

• The Training Package for Assessment and Workplace Training; • Australian Qualifications Framework Implementation Handbook, Third Edition 2002; • The Australian Quality Training Framework, Standards for RTO’s; • The Australian National Training Authority Website (www.anta.gov.au); • The National Training Information Service Website (www.ntis.gov.au); • A range of national and international Training and Development textbooks as cited; and • Many years experience working in the Vocational Education and Training Sector delivering and

assessing competency based training and assessment programs. Special thanks to Kaylene Jakobsen, Training Consultant for her contribution to Plan and Promote a Training Program.


France s Clarke-Wilson for Wizard Computer Training. Version 1, September 2003 2

Contents Features of the Certificate IV in A and WPT............................................................... 7 Units of Competency in the Certificate IV .................................................................. 8 Competency Clusters at Wizard.................................................................................. 9 Competency Standards for Certificate IV in Assessment and WPT in Order of Delivery........................................................................................................................ 10

BSZ405A PLAN AND PROMOTE A TRAINING PROGRAM .......................................................................... 10 BSZ406A PLAN A SERIES OF TRAINING SESSIONS ............................................................................... 11 BSZ404A TRAIN SMALL GROUPS .................................................................................................... 13 BSZ407A DELIVER TRAINING SESSIONS ............................................................................................ 14 BSZ401A PLAN ASSESSMENT ........................................................................................................ 16 BSZ402A CONDUCT ASSESSMENT ................................................................................................... 17 BSZ403A REVIEW ASSESSMENT ..................................................................................................... 19 BSZ408A REVIEW TRAINING ......................................................................................................... 20

Unit BSZ405A - Plan and Promote a Training Program .......................................... 21 Identifying Training Needs......................................................................................... 22 Training Needs Analysis Techniques ....................................................................... 24 Industry Competency Standards and Training Packages ...................................... 25 Who uses Training Packages?.................................................................................. 26 The Australian Qualifications Framework (AQF)..................................................... 27 Interpreting Industry Competency Standards ......................................................... 28 Industry Competency Standards & Jobs ................................................................. 29 Interpreting Industry Competency Standards into TNA Tools............................... 29 Interpreting Industry Competency Standards into TNA Tools............................... 30 Sample TNA Surveys.................................................................................................. 31 Training Needs Analysis Type 1 (Sample) ............................................................... 32 Training Needs Analysis Type 2 (Sample) ............................................................... 33 Collating TNA Data ..................................................................................................... 34 Before you plan the Program to meet the TNA results…….................................... 35 Training Program Outlines ........................................................................................ 37 What is a Training Program?..................................................................................... 38 Sample Training Program (Outline) .......................................................................... 39 Learning Outcomes.................................................................................................... 41 Performance words for Learning Outcomes............................................................ 42 Checklist for Writing Learning Outcomes................................................................ 43 The Five Dimensions of Competence....................................................................... 44 Resources, Equipment and Consumables............................................................... 46 Resource Registers .................................................................................................... 47 Learning Resources ................................................................................................... 48



Promoting Training..................................................................................................... 52 Units BSZ404A, 406A, 407A - Plan a Series of Training Sessions and Deliver Training Sessions (Incorporating Train Small Groups) ................................. 53 Training Sessions....................................................................................................... 54 Session Plans Include….. .......................................................................................... 55 Considering the Needs of Trainees in the Planning of Training Sessions ........... 56 Considering the Needs of Trainees in the Planning of Training Sessions ........... 57 Interactivity.................................................................................................................. 58 Group Dynamics and the Training Environment ..................................................... 59 Successful Facilitation............................................................................................... 61 Effective Listening...................................................................................................... 62 Active Listening.......................................................................................................... 64 Questioning Techniques............................................................................................ 65 Two Classifications of Questions ............................................................................. 65 Types of Feedback ..................................................................................................... 67 The Principles of Adult Learning .............................................................................. 69 Barriers to Learning ................................................................................................... 72 Modes of Learning - Visual – Auditory – Kinesthetic............................................ 73 Self Quiz: How do I learn? ......................................................................................... 75 P-A-R-T - 4 Learning Styles – General Descriptions ............................................... 76 P-A-R-T Self Quiz ........................................................................................................ 77 Calculating your P – A – R – T Learning Style ......................................................... 79 Units BSZ401A, 402A and 403A - Plan, Conduct and Review Assessment .......... 80 Background to Competency Based Assessment.................................................... 81

WHAT IS ASSESSMENT?................................................................................................................. 81 REGISTERED TRAINING ORGANISATIONS (RTO’S) AND ASSESSMENT............................................................ 81 COMPETENCY BASED TRAINING AND ASSESSMENT ................................................................................. 81

Australian National Training Authority (ANTA) ....................................................... 82 Office of Tertiary, Training and Education (OTTE) .................................................. 82 What is a Training Package?..................................................................................... 82 The Features of Competency Based Assessment .................................................. 83 Purpose and Timing of Assessment A ..................................................................... 85 Purpose and Timing of Assessment B ..................................................................... 86 Making Adjustments to the Assessment Process................................................... 90 Definition of Competence .......................................................................................... 91 How is Competence Assessed?................................................................................ 92 The Five (Four) Dimensions of Competence ........................................................... 93 The Role of the Workplace Assessor ....................................................................... 95 This unit covers all aspects of Planning a Competency Based Assessment....... 96



Industry Competency Standards .............................................................................. 97 Terminology for Units of Competency listed in Training Packages ...................... 98 Competency Standards & Jobs................................................................................. 99 Other Standards that are Used as Assessment Benchmarks .............................. 100 Assessment Processes............................................................................................ 101 Assessment Methods............................................................................................... 101 Forms of Assessment Evidence ............................................................................. 104 Assessment Tools .................................................................................................... 105 Sample Assessment Tool ........................................................................................ 106 Organising the Assessment .................................................................................... 109 Rules of Evidence..................................................................................................... 110 Reporting and Record Keeping............................................................................... 112 Assessment Appeals Procedures........................................................................... 113 Language, Literacy and Numeracy and Assessment............................................ 114 Occupational Health and Safety and Assessment ................................................ 115 Budgets and Assessment........................................................................................ 115 This unit covers all aspects of Conducting a Competency Based Assessment 116 Involving the Candidate in the Assessment Process ........................................... 117 Making the Assessment Decision (Judgment) ...................................................... 118 Making the Assessment Decision (Judgment) ...................................................... 119 Processing a Competent (C) Result........................................................................ 120 Processing a Not Yet Competent (NYC) Result ..................................................... 120 Avoiding Common Assessment Errors.................................................................. 122 Assessment Appeals Procedures........................................................................... 122 Assessment Appeals Procedures........................................................................... 123 Recording the Assessment ..................................................................................... 124 This unit covers the Review of a Competency Based Assessment .................... 125 Reviewing Assessment............................................................................................ 126 Assessment Review Methods ................................................................................. 127 Review Assessment Template ................................................................................ 129 A Code of Practice for Workplace Assessors........................................................ 131 BSZ408A - Review Training ..................................................................................... 133 Maintenance of Training and Assessment Records ............................................. 134 Training and Assessment Records and Review.................................................... 135 The Potential Benefits of Evaluating Training ....................................................... 136 What Needs to be Evaluated? ................................................................................. 137 Evaluation Methods.................................................................................................. 138 The Kirkpatrick Evaluation Model ........................................................................... 139



The Kirkpatrick 4 Level Evaluation Model.............................................................. 140 Evaluation Criteria .................................................................................................... 142 Collecting the Evaluation Data ................................................................................ 143 Collate and Analyse Data......................................................................................... 144 Evaluation Reports ................................................................................................... 145 Assessment Task ..................................................................................................... 147



Certificate IV in Assessment and Workplace Training

This Certificate is designed to cover the knowledge, skills and attitudes used by

people planning, delivering, reviewing and assessing training either in the workplace,

RTO’s or community settings



Features of the Certificate IV in A and WPT

It is the first qualification in the National Training Package for Assessment and Workplace

Training, BSZ98 Consists of eight Units of Competency

Covers the critical range of competencies used by trainers in a range of settings

Sets out the standards to be achieved and underpinning knowledge used by competent trainers

A pre-requisite for the Diploma of Training and Assessment Systems

Required by all people delivering accredited training in a Registered Training Organisation (RTO)

as specified in the Australian Quality Training Framework (AQTF) Standards for RTO,s Standard 7.



Units of Competency in the Certificate IV

This Nationally recognised qualification consists of 8 sections called Units of Competency. Units of Competency describe a discrete workplace requirement or job role. Each Unit has a National Code Number consisting of letters that identify the source of the competency followed by a set of numbers. BSZ401A Plan Assessment BSZ402A Conduct Assessment BSZ403A Review Assessment BSZ404A Train Small Groups BSZ405A Plan and Promote a Training Program BSZ406A Plan a Series of Training Sessions BSZ407A Deliver Training Sessions BSZ408A Review Training

All units are covered within this manual.



Competency Clusters at Wizard

The certificate IV in Assessment and Workplace Training can be delivered in many different ways including: In the order specified in the Training Package for Assessment and Workplace Training In blocked groups that match the job requirements of the people receiving the training In the order specified below which follows the training cycle in a logical manner, removes repetition and streamlines processes.

Unit of Competency Overview

Plan and Promote a Training Program * Interpreting industry competency standards into training programs * Conducting TNA’ to ensure that training programs meet the needs of target groups

Train Small Groups / Plan a Series of Training Sessions

* Developing session plans, learning resources and activities to deliver the training program

Deliver Training Sessions * Delivering the interactive training sessions required to achieve learning transfer

Plan Assessment / Conduct Assessment

* Interpreting industry competency standards into assessment tools that assess if trainees can do the job they have been trained to do * Assessing using participatory processes

Review Assessment / Review Training * Evaluating assessment processes to see if they work * Evaluating training processes to see if they work * Making modifications to training and assessment processes based on review findings

This manual is developed systematically to match the planning and implementation stages of the training cycle.



Competency Standards for Certificate IV in Assessment and WPT in Order of Delivery

BSZ405A Plan And Promote A Training Program

1.1 Identify the competency needs a) The client, target group and appropriate personnel are identified and required goals and outcomes of the training

program are negotiated and confirmed with the client

b) Relevant competency or other performance standards for the target group are obtained and verified with appropriate personnel

c) Gaps between the required competencies and current competencies of the target group are determined

d) Current competencies and any relevant characteristics of each participant in the target group are identified using appropriate investigation methods

1.2 Document training program requirements a) Training program goals are identified to specify required knowledge and skill and links to specified units of

competency qualification and/or other standards of performance

b) Training program documentation specifies the range of workplace applications, activities and tasks that must be undertaken to develop the requisite competencies

c) Available training programs and resources are customised to meet specific client needs, where required

d) Appropriate grouping of activities is identified to support formative and summative assessments

e) Overview of training sessions including appropriate timing and costs is prepared and confirmed with appropriate personnel including those relating to language, literacy and numeracy

f) Methods of supporting and guiding participants within the target group are identified and specified

1.3 Identify program resources a) Resources required for the program are identified and approved by appropriate personnel and allocated to meet

training participants' characteristics

b) A safe and accessible training environment is identified and arranged to support the development of competencies

c) Arrangements are made with personnel required to support the training program

d) A register of training resources is maintained and held in an accessible form

1.4 Promote training a) Advice on the development of the training program is provided to appropriate personnel

b) Information on planned training events is made widely available, utilising a variety of methods

c) Promotional activities are monitored for effectiveness in collaboration with the client and appropriate personnel (Adapted from the Training Package for Assessment and Workplace Training, BSZ98).



BSZ406A Plan A Series Of Training Sessions

1.1 Identify training requirements a) Current competencies of the target group are identified

b) Relevant training package documentation or approved training course documentation is obtained where applicable

c) Qualification requirements, competencies and/or other performance standards to be attained are interpreted

d) Training requirements are identified from the gap between the required competencies and the current competencies of the target group

e) Training requirements are confirmed with appropriate personnel

1.2 Develop outlines of training sessions a) The training program goals, outcomes, performance and underpinning knowledge requirements are identified

b) The training program requirements, workplace application, activities and tasks required to develop the requisite competencies are analysed

c) A range of training delivery methods are identified which are appropriate for: The competencies to be achieved, the training program's goals, characteristics of training participants, language, literacy and numeracy skill level of training participants; availability of equipment and resources, industry/enterprise contexts and requirements

d) Training session outlines are mapped against required competencies and deficiencies are identified and addressed

e) Special requirements for resources, particular practice requirements and training experiences are documented

f) Methods of supporting and guiding training participants including appropriate training resources, language, literacy and numeracy support are specified

1.3 Develop training materials a) Available materials to support the training program are checked for relevance and appropriateness in terms of the

language, style, characteristics of training participants and copyright

b) Existing materials are customised or resources are developed to enhance the learning capability of training participants

c) Instructions for use of learning materials and any required equipment are provided

d) Copyright laws are observed

e) Training resources costs are identified and approvals are obtained from appropriate personnel

f) Clear and comprehensible documentation, resources and materials are developed and used

1.4 Develop training sessions a) Training session plans are developed to meet the goals of the training program

b) Training session plans specify planned session outcomes

c) Opportunities are created within training session design for participants to manage own competency acquisition and apply the relevant competencies in practice

d) Session plans identify delivery methods which are appropriate for:

• the competency to be achieved,

• training program's goals,

• training participants' characteristics, language, literacy and numeracy skill level of training participants,



• learning resources and facilities to be used,

• equipment and consumable resources available, industry/enterprise/workplace contexts and requirements,

• each outlined training session

e) Training sessions are designed to measure participant progress towards the program goals

f) Sequence and timing of the training sessions are documented

1.5 Arrange resources a) Resources required for the training sessions are identified and, where special access is required, approved by

appropriate personnel

b) Appropriate training locations are identified and arranged

c) Arrangements are made with (any) additional personnel required to support the training program

d) The training environment is arranged to be safe, accessible and suitable for the acquisition of the identified competencies

e) Learning resources, documentation on required competencies, assessment procedures and information on available support for training participants are organised and held in an accessible form

(Adapted from the Training Package for Assessment and Workplace Training, BSZ98).



BSZ404A Train Small Groups

1.1 Prepare for training a) Specific needs for training are identified and confirmed through consultation with appropriate personnel

b) Training objectives are matched to identified competency development needs

c) Training approaches are planned and documented

1.2 Deliver training a) Training is conducted in a safe and accessible environment

b) Training delivery methods are selected appropriate to training participants needs, trainer availability, location and resources

c) Strategies and techniques are employed which facilitate the learning process

d) Objectives of the training, sequence of activities and assessment processes are discussed with training participants

e) A systematic approach is take to training and the approach is revised and modified to meet specific needs of training participants

1.3 Provide opportunities for practice a) Practice opportunities are provided to ensure that the participant achieves the components of the

competency

b) Various methods for encouraging learning are implemented to provide diverse approaches to meet the individual needs of participants

1.4 Review training a) Participants are encouraged to self evaluate performance and identify areas for improvement

b) Participants' readiness for assessment is monitored and assistance provided in the collection of evidence of satisfactory performance

c) Training is evaluated in the context of self assessment, participant feedback, supervisor comments and measurements against objectives

d) Training details are recorded according to enterprise and legislative requirements

e) Results of evaluation are used to guide further training (Adapted from the Training Package for Assessment and Workplace Training, BSZ98).



BSZ407A Deliver Training Sessions

1.1 Prepare training participants a) Training program goals and training session outcomes are explained to, and discussed with, training

participants

b) The training program workplace applications, training activities and tasks are explained and confirmed with the training participants

c) Needs of training participants for competency acquisition are identified

d) The series of training sessions for the training program are explained to training participants

e) Ways in which the competencies are to be developed and assessed are explained to, and confirmed with, training participants

f) Language is adjusted to suit the training participants and strategies/techniques are employed to confirm understanding (e.g. paraphrasing and questioning)

1.2 Present training session a) Presentation and training delivery are appropriate to the characteristics of training participants and the

development of the competencies

b) Presentation of the training and design of learning activities emphasise and reinforce the components of competency

c) Task skills and Task management skills

d) Contingency management skills

e) Job/role environment skills

f) Transfer and application of skills and knowledge to new contexts

g) Presentation and training delivery methods provide variety, encourage participation and reinforce competencies

h) Spoken language and communication strategies/techniques are used to encourage participation and to achieve the outcomes of the training sessions

i) Training sessions are reviewed and modified as necessary to meet training participants' needs

1.3 Facilitate individual and group learning a) The requirements for effective participation in the learning process are explained

b) Timely information is given to training participants during training sessions

c) Training presentations are enhanced with the use of appropriate training resources

d) Clear and accurate information is presented in a sequence to foster competency development

e) Language is adjusted to suit training participants

f) Training participants are encouraged to ask questions, clarify points of concern and contribute comments at appropriate and identified stages

g) Training equipment and materials are used in a way that enhances learning

h) Supplementary information is provided to enhance and clarify understanding as required by individuals or the group



i) Key points are summarised at appropriate times to reinforce learning

j) Individual learning and group dynamics are monitored and managed to achieve program goals

k) Language, literacy and numeracy issues are taken into account to facilitate learning by training participants

1.4 Provide opportunities for practice and feedback a) Process, rationale and benefits of practice of competency are discussed with training participants

b) Practice opportunities are provided to match:

• Specific competencies to be achieved

• Context of the training program

• Specific outcomes of the training session

c) Training participants' readiness for assessment is monitored and discussed with participants

d) Constructive feedback and reinforcement are provided through further training and/or practice opportunities

1.5 Review delivery of training session a) Training participants' review of training delivery is sought

b) The delivery of the training session is discussed with appropriate personnel and appropriate times

c) Training delivery is evaluated by the trainer against program goals, session plans and Assessment and Workplace Training Competency Standards

d) The reactions of relevant personnel to the delivery are sought and discussed at appropriate times

e) Adjustments to delivery, presentation and training are considered and incorporated (Adapted from the Training Package for Assessment and Workplace Training, BSZ98).



BSZ401A Plan Assessment

1.1 Establish evidence required for a specific context

a) The evidence required to infer competency from the industry/enterprise competency standards, or other standards of performance, is established for a specified context.

b) Relevant units of competency are read and interpreted accurately to identify the evidence required

c) Specified evidence requirements:

e) Assure valued and reliable inferences of competency, authenticate the performance of the person being assessed and confirm that competency is current

f) Sufficient evidence is specified to show consistent achievement of the specified standards

g) The cost of gathering required evidence is established

1.2 Establish suitable assessment methods

a) Assessment methods are selected which are appropriate for gathering the type and amount of evidence required

b) Opportunities to consolidate evidence gathering activities are identified

c) Allowable adjustments in the assessment method are proposed to cater for the characteristics of the person being assessed.

1.3 Develop assessment tools appropriate to a specific assessment context

a) An assessment tool is developed to gather valid, reliable and sufficient evidence for a specific assessment context

b) The assessment tool is designed to mirror the language used to demonstrate the competency in a specific context.

c) Clear instructions (spoken or written) are prepared including any adjustments which may be made to address the characteristics of the persons being assessed

d) The assessment tool is checked to ensure flexible, fair, safe and cost-effective assessment to occur.

1.4 Trial assessment procedure

a) Assessment methods and tools are trailed with an appropriate sample of people to be assessed

b) Evaluation of the methods and tools used in the trial provides evidence of clarity, reliability, validity, fairness, cost effectiveness and ease of administration.

c) Appropriate adjustments are made to improve the assessment method and tools in light of the trial

d) Assessment procedures, including evidence requirements, assessment methods and tools, are ratified with appropriate personnel in the industry/enterprise and/or training organisation where applicable.




BSZ402A Conduct Assessment

1.1 Identify and explain the context of assessment

a) The context and purpose of assessment are discussed and confirmed with the persons being assessed

b) The relevant performance standards to be used in the assessment (e.g.: current endorsed competency standards for the specific industry) are clearly explained to the person being assessed

c) The assessment procedure is clarified and expectations of assessor and candidate are agreed

d) Any legal and ethical responsibilities associated with the assessment are explained to the persons being assessed

e) The needs of the person being assessed are determined to establish any allowable adjustments in the assessment procedure

f) Information is conveyed using language and interactive strategies and techniques to communicate effectively with the persons being assessed

1.2 Plan evidence gathering opportunities

a) Opportunities to gather evidence of competency, which occur as part of workplace or training activities, are identified covering dimensions of competency

b) The need to gather additional evidence, which may not occur as part of the workplace or training activities, is identified.

c) Evidence gathering activities are planned to provide sufficient reliable, valid and fair evidence of competency in accordance with the assessment procedure.

1.3 Organise assessment

a) The resources specified in the assessment procedure are obtained and arranged within a safe and accessible assessment environment

b) Appropriate personnel are informed of the assessment

c) Spoken interactions and any written documents employ language and strategies and techniques to ensure the assessment arrangements are understood by all persons being assessed and other appropriate personnel.

1.4 Gather evidence

a) Verbal and non-verbal language is adjusted and strategies are employed to promote a supportive assessment environment to gather evidence

b) The evidence specified in the assessment procedure is gathered, using the assessment methods and tools

c) Evidence is gathered in accordance with specified allowable adjustments where applicable

d) The evidence gathered is documented in accordance with the assessment procedure

1.5 Make the assessment decision

a) The evidence is evaluated in terms of validity, authenticity, sufficiency, currency, consistent achievement of the specified standard

b) The evidence is evaluated according to the dimensions of competency: task skills, task management skills, contingency management skills, job/role environment skills, transfer and application of knowledge



c) When in doubt, guidance is sought from more experienced assessors

d) The assessment decision is made in accordance the criteria specified in the assessment procedure

1.6 Record assessment results

a) The evidence is evaluated in terms of validity, authenticity, sufficiency, currency, consistent achievement of the specified standard

b) The evidence is evaluated according to the dimensions of competency: task skills, task management skills, contingency management skills, job/role environment skills, transfer and application of knowledge

c) When in doubt, guidance is sought from more experienced assessors

d) The assessment decision is made in accordance the criteria specified in the assessment procedure

1.7 Provide feedback to persons being assessed

a) Clear and constructive feedback in relation to performance is given to the persons being assessed using appropriate language and strategies and my include guidance on further goals / training opportunities

b) Opportunities for overcoming any gaps in competency, as revealed by the assessment, are explored with the person being assessed

c) The person being assessed is advised of available reassessment opportunities and / or review appeal mechanisms where the assessment decision is challenged

1.8 Report on the conduct of the assessment

a) Positive and negative features experienced in conducting the assessment are reported to those responsible for the assessment procedure

b) Any assessment decision disputed by t he persons being assessed is recorded and reported promptly to those responsible for the assessment procedure

c) Suggestions for improving any aspect of the assessment process are made to appropriate personnel (Adapted from the Training Package for Assessment and Workplace Training, BSZ98).



BSZ403A Review Assessment

1.1 Review the assessment procedures

a) Appropriate personnel are given the opportunity to review the assessment outcomes and procedure using agreed evaluation criteria

b) The review process established by the enterprise, industry or registered training organisation is followed

c) The assessment procedures are reviewed at a specified site in cooperation with persons being assessed, and any appropriate personnel in the industry/enterprise/training establishment and/or any agency identified under legislation

d) Review activities are documented, findings are substantiated and the review approach evaluated

1.2 Check consistency of assessment decision

a) Evidence from a range of assessments is checked for consistency across the dimensions of competency

b) Evidence is checked against the key competencies

c) Consistency of assessment decisions with defined performance standards are reviewed and discrepancies and inconsistencies are noted and acted upon

1.3 Report review findings

a) Recommendations are made to appropriate personnel for modifications to the assessment procedure(s) in light of the review outcomes

b) Records are evaluated to determine whether the needs of appropriate personnel have been met

c) Effective contributions are made to the system-wide reviews of the assessment process and feedback procedures.




BSZ408A Review Training

1.1 Record Training Data a) Details of training program and target group's competency attainment are recorded in accordance with the training

system requirements and securely stored

b) Training records are made available to authorised persons and training participants at the required times, as specified in the training system recording and reporting policy documents

1.2 Evaluate Training a) Training is evaluated against identified needs and goals of the training program

b) Feedback on the training program is sought from training participants and appropriate personnel

c) Training participants are encouraged to evaluate how progress towards achieving competency was enhanced by the training sessions

d) Trainer's performance is reviewed against:

• Program goals

• The Assessment and Workplace Training Competency Standards

• Training participants' comments

• Training participants' competency attainment

e) Results of the evaluation are used to improve current and future training

f) Suggestions are made for improving any aspect of the recording procedure

1.3 Report On Training a) Reports on outcomes of the training sessions are developed and distributed to appropriate personnel




Unit BSZ405A - Plan and Promote a Training Program

Learning Outcomes:

• Identify a training need • Interpret industry and enterprise standards (source documents) for use in training

needs analysis tools to confirm training needs • Develop training needs analysis (TNA) tools • Complete a TNA with a target group in the workplace • Collate TNA data • Develop TNA reports • Develop a Training Program Outline to meet the findings of the TNA • Allocate training program resources



Identifying Training Needs

Training needs are identified in a range of ways depending on the situation, subject, organisation or individual. Training needs can exist when: No one can do the task Training is requested by staff or management A new job role is created New equipment or technology is purchased New systems are implemented Waste increases Accident, incident, injury is common Productivity is down Client feedback is negative Absenteeism increases or is consistent Running costs are consistently high Overtime claims increase Job roles diversify New policies and procedures are developed Training needs can be confirmed by: Observation of workplace performance Client / management feedback Surveys and questionnaires Assessment results Work samples Interviews with staff Focus groups Survey of organisational data (reports, printouts, manuals, procedures etc). Formal confirmation of training needs is called Training Needs Analysis (TNA).

A Training Needs Analysis is the identification of the differences between the skills or competencies held by an individual or group and the skills or competencies required for the job

The term skills refers to manual skills, knowledge and attitudes.

It is referred to as a TNA!



The skills gap identified during a TNA provides the basis for a training program. Trainers develop programs to meet the skill and knowledge gaps in organisations, teams, departments and individuals. Industry competency standards, standard operating procedures (SOP’s) or enterprise standards (source documents) are used as TNA benchmarks to ensure that confirmed training needs and programs align with specific workplace requirements.



Training Needs Analysis Techniques

There are a wide range of TNA Techniques available for trainers:

Data Collection Method Description

Survey of Organisational Data Review of existing data – reports, printouts, manuals etc.

Surveys and Questionnaires Written, electronic and face to face. Observation Of workplace performance, role plays - by

trainers or managers. Performance Analysis Performance review of sections, departments

and / or individual job performance. Interviews Face to face or by telephone in a structured or

unstructured format. Critical Incidents A specific incident that is important to the

organisation, department or section is carefully analysed.

Skills Analysis The process of comparing skills between different sections of the workforce in an organisation.

Skills Audit An audit of the skills held by the workforce in an organisation.

Nominal Group Technique A brainstorming process where individuals write out their ideas about training needs and share them.

Focus Groups A group that meets to discuss a specific issue in a structured way with a facilitator.

Work Samples Specific samples of work from people and areas are analysed.

Activity: Which methods would be the most relevant and cost effective in your training context?



Industry Competency Standards and Training Packages

Many industries in Australia have developed Training Packages. A Training Package is made up of all the competency standards relevant to that particular industry. They outline all of the skills, knowledge and attitudes that personnel need to perform their roles at all levels within that industry. For example, the Training Package for Assessment and Workplace Training (BSZ98) lists all of the competency standards for the Certificate IV in Assessment and Workplace Training and the Diploma in Training and Assessment Systems covering the roles of trainer, training coordinator and training manager. Within each Training Package there is a qualifications framework. This framework outlines the various qualifications for that industry and the competency standards required to achieve them. Many organisations have aligned their existing training to industry competency standards so that staff can be issued transportable qualifications within their workplace (see RTO’s and AQF). Personnel are trained to the industry competency standards using the competency based training model (CBT). In order to achieve a qualification within any industry trainees need to be assessed against the same industry competency standard using competency based assessment (CBA). The assessment guidelines within a Training Package will outline the requirements for assessment. They will highlight who can assess, what qualifications they need to have and what guidelines they need to follow. The National Training Information Services (NTIS) website (www.ntis.gov.au) contains many national competency standards and training package information.

Samples of Training Packages and Industry Competency Standards will be provided for your examination and use during the program.



Who uses Training Packages?

A range of people use Training Packages and National Competency Standards.

1. Individual organisations – any organisation can use or customise competency standards to identify areas of skill development required by staff and to prepare individual and organisational training plans.

2. Individual staff members – individuals may use the competency standards to identify their current level of competency, plan training or request Recognition of Current Competency against a qualification.

3. Workplace trainers/assessors – trainers and assessors may use the standards to identify training needs, develop training programs and assess learner competence. Workplace assessment can be used to gain a qualification or to plan further training and development.

4. Registered Training Organisations – RTOs must use Training Packages to develop accredited training programs that lead to certification and qualifications. They may also use them to guide the design of short courses, workshops and industry training programs.

Other organisations use other standards as the basis for training and assessment in the workplace. Other standards can include:

Enterprise standards Industry Competency Standards Standard operating procedures (SOP’s) Codes of Practice Guidelines Position descriptions Key performance indicators (KPI’s) Benchmarks Others?

All of the above are ‘source documents’ that describe how jobs and job functions should be done in workplace to comply with safety, legislative, regulatory and customer specifications.



The Australian Qualifications Framework (AQF)

The Australian Qualifications framework integrates the three sectors of Australian education and provides pathways between the different sectors, particularly from the Vocational Education and Training (VET) Sector into the Higher Education Sector.

A Registered Training Organisation (RTO) has the scope to grant qualifications or accreditations within the VET sector. VET qualifications are based on industry competency standards or training packages. For example, the Certificate IV in Assessment and Workplace Training is based on the competency standards for Assessment and Workplace Training within the Training Package for Assessment and Workplace Training (BSZ98). Many Australian industries, organisations and enterprises use VET qualifications and accreditation for their staff to promote a skilled and valued workforce. All industry Training Packages fall within the VET sector of the AQF.

Secondary Schools Vocational Education and Training

(VET)

Higher Education

Senior Secondary Certificate of Education

Advanced Diploma Diploma Certificate IV Certificate III Certificate II Certificate I

Higher Degrees Degrees Advanced Diploma Diploma

(Australian Qualifications Framework Implementation Handbook, Third Edition 2002).



Interpreting Industry Competency Standards

Industry competency standards are designed to apply to all organisations and enterprises that fall within an industry category. Competency standards describe job roles and functions and form the basis of training and assessment of staff within the job roles. They are written in broad terms to enable contextualisation of training delivery and assessment. Other workplace standards used for the basis of training and assessment in the workplace include: KPI’s, manufacturers instructions, guidelines or similar. You will follow a number of steps to interpret and customise an industry standard (or other source document) to meet the needs of your workplace and a target group of trainees. Activity: Use these steps to interpret your industry competency standard (or other source document that describes how to do a job in our workplace or industry). Interpreting and Customising an Industry Competency Standard Step Details 1 Identify the Unit of Competency you will interpret 2 Read the entire Unit including, Elements, Performance Criteria, Assessment

Guide, Range of Variables, Key Competencies, Evidence Guide 3 In your own words, write a 2 line aim of the Unit (what is it trying to achieve in

broad terms?) 4 Write the Element and Performance Criteria into a table or onto a plain sheet

of paper 5 Using all of the information listed in 2 above, interpret and state what each of

the performance criteria means ON THE JOB in your environment (include as much detail as possible – this is the most crucial and time consuming step)

6 Ensure that you cross reference the performance criteria with the items stated in the Evidence Guide and Range of Variables.

7 This detailed interpretation can provide the foundation for the development of a TRAINING NEEDS ANALYSIS TOOL, TRAINING PROGRAM or ASSESSMENT PROCEDURE



Industry Competency Standards & Jobs

THE JOB OR OCCUPATION

UNIT OF COMPETENCY

Performance Criteria

Element 1 of this unit

UNIT OF COMPETENCY

UNIT OF COMPETENCY

UNIT OF COMPETENCY

UNIT OF COMPETENCY









Range of variables, covering: • Equipment • Processes • Rules • Policies • Conditions of employment

Evidence Guide: • Contexts for assessment • Critical aspects of a unit and its relationship to other units • The required evidence of competency

Standard of performance required in the workplace

Tasks in the function

Function in the job



Interpreting Industry Competency Standards into TNA Tools

When you are planning training programs and sessions using industry competency standards or other relevant source documents it is important to ensure that the training needs analysis documents and resulting training sessions mirror the standards.

If your programs and sessions are aligned with national standards you need to interpret and map the standards to workplace applications and use the information to plan training and assessment activities. National competency standards are written in a generalised manner to ensure that they meet the needs of a range of enterprises within an industry. We need to interpret them into our own workplace context. This process is known as contexutualisation.

The interpretation process ensures that the TNA, training program, training sessions and assessment tools all match the competency standards, SOP’s or work practices (source documents) that they are based on. Activity: You will use the interpretation of the industry competency standard to determine the best TNA methods and develop the TNA tools for the standard you have chosen. A TNA will ensure that you are providing the best training to meet the needs of the target group.



Sample TNA Surveys

The Following pages contain samples of a TNA Survey used to determine the Training Needs of Trainers in the Workplace. The Competency Standards for Train Small Groups (BSZ404A) from the Training Package for Assessment and Workplace Training were used as the basis for the TNA.

Both Type 1 and Type 2 can be used as a:

• Questionnaire or • The basis of a formal interview with an employee

Notes



Training Needs Analysis Type 1 (Sample)

Self Assessment of Competency Requirements This type of TNA is used when employees are encouraged and supported in managing their personal / professional development in the workplace. Employees are asked to self assess against the interpreted industry standard. Training can be provided for the employees based on the self-assessment information combined with other forms of organisational data.

Instructions for Use: Please complete this survey about Train Small Groups. We are offering the course over the next few weeks to all employees who feel they would benefit. Please tick the column that most applies to you (see legend below). TOPIC (COMPETENCY) 1 2 3 4

1. Writing Learning Outcomes / Objectives

2. Developing Session Plans

3. Developing Training Activities

4. Considering OH & S in the Training Environment

5. Meeting the Needs of Adult Learners

6. Facilitation Skills

7. Modifying Sessions to Meet the Needs of Learners

8. Evaluating Training Sessions

9. Recording Training Details

What other information would you like about training?

1 = I have no experience of the topic 2 = I have some experience of the topic 3 = This is a large part of my job and I would like more information 4 = I do this all the time and do not require training



Training Needs Analysis Type 2 (Sample)

Assessment of Competency Requirements This type of TNA is used as a diagnostic tool to determine actual rather than perceived competency gaps. Instructions for Use: Please complete the following questionnaire and return it to the training department by Friday 13th of August. This survey is designed to help us determine what training is required by trainers in ALL departments. We will use the information to customise TRAIN SMALL GROUPS to best meet the needs of our trainers!!!!!

1. How do you write a learning outcome?

2. What are the components of a session plan?

3. Name 3 training methods / activities and explain their use.

4. How would you consider OH & S in the training room?

5. What are the Principles of Adult Learning (ANTA) and how do they apply to your training role in the organisation?

6. How would you ensure that all trainees participated in a training session?

7. What would you do if trainees were not keeping up with you during a session?

8. How and why do we evaluate training sessions?

9. How is training data recorded in the organisation?

Thank you for helping us to provide the best possible program for your benefit.



Collating TNA Data

After you have collected TNA data it needs to be collated and analysed to provide the outline of a training program. This outline is used to develop training sessions and promotional material. A table or spreadsheet will clearly identify skills gaps.

A table is a useful collation tool. COMPETENCY

EMPLOYEE NAME OR NUMBER

1 2 3 4 5 6 7 8 9

Competency 1 – Writing Learning Outcomes Competency 2 – Developing Session Plans Competency 3 – Developing Training Activities Competency 4 – Considering OH and S in the Training Environment Competency 5 – Meeting the Needs of Adult Learners Competency 6 – Facilitation Skills Competency 7 – Modifying Sessions to Meet the Needs of Learners Competency 8 – Evaluating Training Sessions Competency 9 – Recording Training Details



Before you plan the Program to meet the TNA results……..

Before commencing the demanding task of planning and designing a program to meet the needs identified in the TNA, consider the following:

Is there a non-training alternative?

Confirm that the need can be addressed by training. If your TNA has identified only small gaps in knowledge and skills workplace coaches could be used to support the learners on the job.

This is more cost effective than having staff training off site.

If the training needs analysis reveals no skill gaps, but performance standards are a problem, further investigation is needed. Perhaps morale is low, the workplace culture is the problem or machinery is old. Problems like this cannot be resolved by training.

What knowledge underpins the Competency Standards (competencies)?

A training needs analysis focuses on the application of the knowledge combined with the skills needed to do a task or job. Underneath the obvious behaviours there is often a large body of knowledge that needs to be identified and incorporated into any training program plan.

This would include pre-requisite knowledge (what the learner brings with them) and co-requisite knowledge (what has to be included to support the skill development). A key part of the program plan will be to identify the underpinning knowledge and incorporate it.

Are prepared programs already available?

Look for pre-prepared programs that can accommodate the needs of the target group before starting to design a new program. There are many thousands of programs being delivered every year and often with some customisation will meet the identified needs. These programs can be found in a number of places including TAFE Institutes, Universities, Adult Education providers, private consulting firms.

The costs of development must be compared to the costs of purchasing when planning to embark on a total training program.



TNA Reports Trainers usually develop TNA reports to management outlining TNA findings. TNA reports can help promote training programs and sessions and enable long term planning for training resource allocation. Reports usually including the following headings:

Overview – usually includes a description of the workplace and the workplace requirements of the target group. Standards used as the basis for the TNA – a copy of the standards or source documents used for the exercise and an explanation of workplace applications of the standard. Initial Identification of the Need – an explanation of the initial indicators that a training need existed (incidents, client feedback, new equipment, performance review, requests). Findings – the results of the TNA. What, who and how. Includes copies of surveys, questions, interview transcripts etc. It is also useful to present your data in table or graph form. Recommendations – an overview of the program you have planned to meet the needs of the client group and TNA findings. This includes learning outcomes, resource allocations and assessment requirements (See Training Program Outlines). TNA reports can be used as promotional tools to inform stakeholders of training objectives and requirements.

A Useful TNA Resource: Training in Australia, design, delivery, evaluation, management. Michael Tovey, Prentice Hall, 1997. Chapter 3.



Training Program Outlines

Training program outlines are developed when a training need is confirmed and validated by stakeholders. A completed TNA matrix will show where skills gaps exist for the job role and individuals. The gaps provide the basis for a program outline, a broad overview of the training need. A TNA matrix can reveal that gaps are entire or partial units of competency. Training program outlines are often included in the TNA report (see previous page). The Training Program Outline should include: The Aim – a general one sentence description of what the program is designed to achieve. Learning Outcomes – the specific goals or objectives of the program (what the trainees should be able to do by the end of the program). Assessment Criteria – the detail within the learning outcomes that can also be used to assess the competence of trainees at the end of the program. Topics and Sub Topics – the major headings and sub headings of topics to be covered within the program. Resource Requirements – a list of all resources required to deliver the program including: venue, equipment, consumables, handouts, manuals and trainers!! Training Methods and Activities to suit Target Group – an overview of the training activities to be used within the program (ensure that the principles of adult learning, VAK and PART are considered within the program). Assessment Methods and Conditions (if applicable) – the methods you plan to use to assess trainee competence at the end of the program (See Plan, Conduct and Review Assessment). Training program outlines can be used as promotional tools to inform stakeholders of training objectives and requirements. Training program outlines are often included within the TNA Report.



What is a Training Program?

A training program is a series of training sessions that combine to fulfil a training need and/or a collection of training activities to develop the competence of a target group.

Training Program (Outline) =

Big Picture Overview

Session 1 =

the delivery detail… content,

activities etc.

Session 2 Session 3 Session 4 etc…..



Sample Training Program (Outline)

This sample program was developed to meet the training needs identified by a TNA undertaken for Train Small Groups (BSZ404A) from the Training Package for Assessment and Workplace Training. The TNA revealed that Session Planning and the Needs of Adult Learners were the consistent skills gaps among the survey group.

Program Title: Train Small Groups

Part 1: Session Planning Aim – To provide the skills required to develop detailed session plans

Learning Outcome 1: Write clear, specific and assessable learning outcomes 1.1 Use plain English and non ambiguous statements 1.2 Begin all statements with an action word (verb) 1.3 Ensure all statements are assessable through performance or completion of written or verbal assessments

Learning Outcome 2: Write clear and user-friendly session plans 2.1 Follow the GLOSS sequence for the INTRODUCTION 2.2 Include specified timing, learning activities and training resources in the BODY of sessions 2.3 Write in dot points for clarity and ease of use 2.3 Follow the OFF sequence in the CONCLUSION

Learning Outcome 3: Use technology to develop session plans 3.1 Use computer software to develop session plans in table format 3.2 Use spell check on session plans to ensure correct use of grammar and spelling 3.3 Print session plans in clear font using black ink for clarity

Part 2: The Needs of Adult Learners Aim: To provide information about the unique needs of adult learners in the workplace learning environment.

Learning Outcome 1: Describe the needs of adult learners that apply to the delivery of training in a workplace context. 1.1 Identify the different learning styles present in a group of learners 1.2 Identify the impact of learning modalities to the delivery of training to a group of adult learners 1.3 Describe the potential barriers to learning that occur within a group of adult learners 1.4 Identify the Principles of Adult Learning that apply in the workplace context



Learning Outcome 2: Develop learning strategies to accommodate the needs of a range of learners 2.1 Develop learning resources that cater for the 4 learning styles and 4 learning modalities 2.2 Develop at least 3 learning activities to enable learners to practice information and skills in a relevant and timely manner 2.3 Develop a range of proactive strategies to overcome the identified barriers to learning Activity: Using the Train Small Groups Program (outline) as a guide, develop your own training program outline using the competency standard / TNA results and recommendations.



Learning Outcomes

Learning outcomes are performance objectives that describe what trainees should be able to do by the end of the training program. They need to be clear and specific and contain a measurable performance.

Learning Outcomes are designed to: State the objectives of the program State the performance required by trainees at successful completion of the training program Learning Outcomes must be: Clear Specific Directly assessable / measurable and Contain a performance (a verb or ‘doing’ word).

Learning Outcomes must include STATED assessment (performance) criteria that are the steps required to meet the learning outcome.



Performance words for Learning Outcomes

Knowledge

define state list name identify justify predict analyse combine write recall formulate demonstrate select contract compare argue discuss describe reproduce judge classify explain organise evaluate recognise

Skills

adjust align apply close measure remove repair construct assemble disassemble connect open replace turn off disconnect insert load manipulate operate tune turn off

Attitudes

listen state accept judge change reflect perceive develop determine be aware decide influence



Checklist for Writing Learning Outcomes

Check your learning outcomes against this criteria: Is the language simple, clear and precise? Is the outcome free of ambiguity? Is the outcome realistic (time, resources, learners)? Can you visualise the trainees performing to the outcome? Do the statement and performance criteria clearly describe what the TRAINEE will do at the end of the program / session(s)? Is it directly measurable and observable (can you see it, or hear it)? Does it start with an action verb? Are all the relevant conditions under which learners must perform clearly stated? Are all resources, equipment and tools that learners require clearly stated? Is OH & S covered for the performance context?



The Five Dimensions of Competence

To assess a candidate as competent for a specific role, assessors need to ensure that assessment processes include all components of competence as specified within all Training Packages endorsed by the Australian National Training Authority (ANTA). The components of competence are built into the competency standards for industries and job roles and are known as the Five Dimensions of Competence. The Five Dimensions of Competence also need to be considered during the development of training programs and sessions. All dimensions must be included within the body of training so that trainees are being trained to and assessed against the same standards. Task Skills – being able to perform specified tasks usually described in the performance criteria. Task Management Skills – being able to manage a number of different tasks within the job, usually including the underpinning knowledge and skills. Contingency Management Skills – responding to irregularities and breakdowns in routine, usually included in the description of critical aspects of evidence. Workplace Environment Skills – dealing with the responsibilities and expectations of the work environment including working as part of a team. These are included in the key competency descriptions and underpinning knowledge and skills. Skills Transfer – being able to transfer the skill into other environments and roles. This is inferred from assessment performance.

Activity: Identify the dimensions of competence within the competency standard (or other source document) you are working with. Also identify where knowledge, skills and attitudes fit within the five dimensions.



Resource Allocation for Training Programs After developing a program outline, trainers need to allocate resources for the development and delivery of the program. Resource issues to consider include:

• The equipment that will be required (whiteboard, TV, Video etc) • The resources that will be required (manuals, handouts, overheads, slideshows

etc) • The human resources required to deliver the program • The venue (size, facilities, access, parking) • The training methods and learning activities you will use (activities for trainer

and trainees) • The promotional strategies required to promote the program to management,

trainees and other stakeholders • The budget required for the program • The assessment requirements and conditions

Trainers and human resource professionals are required to locate, allocate and organise the resources for training programs and sessions. The budget allocated to training usually determines the resources required.



Resources, Equipment and Consumables

Training programs will use a range of resources (books, maps, instructions, videos), equipment (overhead projectors, whiteboards, computers) and consumables (computer disks, handouts, refreshments, whiteboard markers, transparencies).

Resources are usually the types of reference materials used to present the program. Equipment items are the large items that are used repeatedly and consumables will be used up and must be replaced regularly

Example:

Resources Equipment Consumables

Reference books

The big book of TNAs

Getting it right – first time

Whiteboard Whiteboard markers

Video “Identifying training needs – a workplace perspective”

Video and monitor Module materials

Handouts

Posters Tables and chairs Refreshments

Activity instructions Coffee and tea-making equipment

Activity sheets

Butcher paper

Activity:

Develop a list of resources, equipment and consumables required for the program you are developing



Resource Registers

Keeping a list of external and internal training resources and courses is a very useful time saver. A register ensures that trainers use a consistent source of information while knowledge is shared among all staff.

Example: Resource Register for Plan and Promote a Training Program

Resource Conducting a Training Needs Analysis

Year and place of production 1998, Queensland University Press

Obtainable from Australian Training Products, Melbourne

Contact On line ordering - www.atp.gov.au

Price $65

Summary of resource Comprehensive information on all types of TNA methodologies, advantages and disadvantages

Used for Additional information

One specific example outlined during training session (skills audit)

Rating Very detailed but users need some fundamental knowledge in TNA prior to using. Use with experienced staff

Activity:

Develop a resource register for all the resources used in the development of your Certificate IV in Assessment and Workplace Training Assessment Portfolio.



Learning Resources

Learning resources are anything sourced, developed and used by trainers during training programs to help people to learn. Trainers often use a combination of existing resources and custom developed resources. Learning resources are considered in the initial planning stages of the training cycle and usually developed as part of the session planning stage.

Resources Description

Training Manuals A collection of learning resources usually designed around a unit(s) of competency. Manuals usually include: • Theory information • Practical exercises • Learning outcomes • Assessment requirements • Reference to other resources

Handouts A form of support material designed to provide extra information, stimulation and interaction.

Overhead Transparencies The printed transparent sheets used with an overhead projector. Usually customised for the subject using appropriate font and style.

Flip Charts Usually butcher’s paper or similar that are prepared by the trainer prior to the session. Large font and bold colours should be used to ensure clarity for all learners. Can also be used to record group responses during brainstorming and group discussions.

Posters Large graphic or printed sheets usually displayed around the room to create a learning environment and provide reinforcement of important points.

Slideshow Presentations Usually a PowerPoint presentation that is used in place of Overhead transparencies when the technology is available. Extremely colourful and effective although should be used as a resource ONLY rather than become the focus of the session.

Video Tapes Some industries produce training videos that relate directly to a unit of competency or program. OH &S videos are widely available with application across industry sectors. Copyright issues must be considered when using videos.

Audio Tapes Some industries produce audio tapes as training resources. Customer service and



Resources Description radio procedures are examples that can usually be sourced or developed by trainers.

Games, toys and other gimmicks Trainers can purchase or develop training games to enhance their sessions and promote interactivity and trainee participation. A number of publications are available including: • 101 More Training Games, Gary

Kroehnert, McGraw Hill, 2000 • 102 Extra Training Games, Gary

Kroehnert, McGraw Hill, 2000 The use and development of games are only limited by your imagination! Toys are useful as prizes for quizzes or to occupy kinaesthetic learners during theory sessions. Lollies and other snack foods can be used as a diversion and value added bonus to any training session.

Most publications outline copyright conditions. Relevant copyright information can be obtained fromfrom www.copyright.org.au.



Training Methods / Activities

A training method or activity is any situation that actively involves the learner in the learning process. Trainers spend many productive hours sourcing and developing training activities to create interactive training programs. Training methods and activities are usually documented in learning resources to ensure that all instructions are clear, logical and suit a range of learners.

Method or Activity Description

Games Activities that involve the entire group or small groups within the wider group. Can be used to: • Promote team work • Encourage participation • Have some fun • Break up large portions of theory content

Role Play Enables trainees to act out and practice situations related to the content of the program or session.

Simulation A training activity designed to reflect and mirror reality as closely as possible.

Lecture The trainer provides information to trainees. Usually involves the use of overheads, manuals, handouts or slideshow.

Brain Storm All trainees are encouraged to contribute ideas to answer a question or explore an issue within the program or session. The trainer should field responses and record them on a flip chart or whiteboard. Usually followed by a group discussion.

Interactive Lecture Similar to a lecture although the trainees are more involved through the use of questioning techniques and feedback to encourage participation.

Group Discussion Trainer leads the group in a discussion around a topic or issue within the program or session.

Buzz Pairs A small group of trainees undertaking a group discussion around an assigned topic. The conversation produces a “buzz” of noise.

Field Trips Groups of trainees are taken to observe a workplace or event related to the program content.



Method or Activity Description

Ice Breakers and State Changers Structured training activities designed to relax trainees get them involved or acquainted and to re-energise the group after a period of inactivity or theory.

Case Studies / Scenarios The trainer provides a written scenario and instructions that enable trainees to practice theory in realistic context.

Activity: Develop a written case study using the handout provided as a guide.



Promoting Training

Trainers usually take an active role in the promotion of training programs and sessions. The two most common audiences that we need to reach when promoting training are managers and potential trainees. When planning a promotion trainers should consider:

• Who are they trying to reach? • What are the benefits of the program to the target group? • What is the best way to reach the audience?

Potential Benefits of Training Benefits To Managers Benefits To Trainees

Increased productivity • Help the organisation meet it’s goals and

target • Meet legislative requirements • Fulfil a training need identified in formal

TNA

Promotion • Pay rise • Increased self esteem • Increased efficiency • A transportable skill or information

Trainers can present promotional information to management in report form using the headings: The Facts – the training need you have identified (including qualitative and quantitative data) and how the program will meet the need. The Link – between the training program and organisational goals. The Cost – future benefits of the program to off set initial cost. Proposed Evaluation - how the effectiveness of the program will be measured.

Promotional reports can be delivered to management via: Meeting Brochure Slideshow Promotional information for potential trainees usually takes the form of newsletters, brochures, posters or websites. All formal documents developed by trainers provide opportunity for promotion of the products and services of the training department (See TNA reports and Training Program Outlines).



Units BSZ404A, 406A, 407A - Plan a Series of Training Sessions and Deliver Training Sessions (Incorporating Train Small Groups)

Learning Outcomes:

• Develop session plans to meet the needs of a training program • Integrate learning activities into training sessions to encourage participation and interaction among

trainees • Develop a range of learning resources that appeal to all learning styles • Involve all trainees in the learning experience while dealing with any barriers to learning and

complying with the Principles of Adult Learning



Training Sessions

A training session is a section of a training program that is delivered as part of a sequence of training. Each training session can cover one or more learning outcome and can run for any length of time (usually between 30 minutes and 2 hours). A three day program will therefore include up to 30 training sessions. A Session Plan is a planned set of notes, prompts or slides that trainers use to deliver information in a logical and useful order. Training programs are the overall structure and big picture view of training. Sessions are the detail and breakdown of information and activities within the program. Training session plans provide a structure and framework for trainers preparing and delivering training sessions as stand alone activities or within training programs.

Training Program (Outline)

= Big Picture Overview

Session 1 =

the delivery detail………content, activities

etc.

Session 2 Session 3 Session 4 etc…..



Session Plans Include…..

Session Title: Tells trainees what the training session is about!!!!!!!!!

Objectives / Learning Outcomes: Explains what is to be achieved by the end of the session. They must be clear, specific and assessable and include a performance: Eg. To achieve competency in Train Small Groups you will:

• Demonstrate your facilitation skills; • Explain the principles of adult learning; • Describe the components of a session plan.

Introduction: Is designed to grab the trainees attention and set the scene for the training session. Eg. G.L.O.S.S. G = Grab their attention L = Link to other training sessions or familiar information O = Explain the objectives or outcomes of the training session S = Describe the structure of the training session S = Provide stimulation to encourage participation and interest

Body: Contains all the: Information or Skills required within the subject AND Activities, Equipment and Resources required to deliver the training

Conclusion: Ties everything together and prepares the trainees for assessment and the future. OFF can guide your conclusion. O = Were the outcomes achieved? F = Provide feedback to trainees F = Discuss future options – further training, use of the information / skills following the training



Goals of the Session -

Objectives Learning

Outcomes

Session Title

Introduction G L O S S

Body Information / Skills

Activities

Resources / Equipment

Conclusion

O F F

Assessment

Have the Goals been achieved?

Evaluation Was the

session / trainer

effective?



Considering the Needs of Trainees in the Planning of Training Sessions

All training programs and sessions are designed to meet the needs of a target group. Trainers are required to research target groups and develop activities and resources to meet the needs of the individuals and groups so that all participants benefit from training. Some of the issues trainers consider in the development of training programs and the planning of sessions are: • The Principles of Adult Learning, • Barriers to Learning • Learning Modalities (VAK and VARK), • Learning Styles (PART), • Group Dynamics Activity: Make some notes about the unique needs of your target group to help guide your choice of learning resources and activities within your session plans.



Interactivity

Application of the Principles of Adult Learning and theories of learning styles and modes requires that trainees are actively involved in the learning process throughout any training program or session. Continuous involvement of trainees throughout the training process is known as “interactivity”. Interactivity must be planned during the development stage of a program so that opportunities for practice and involvement are an integral part of the training process. Interactive training is achieved using a range of training activities and strategies. Consider ways to make training interactive (ie. That the participants are involved during every step of the training session).

Skills Sessions Theory Sessions Using equipment:

• Ensure that there is enough equipment for all participants to use

• Give other activities for those not using equipment if there is not enough for everyone

General practice:

• Provide written instructions for all activities

• Ensure that all participants have a role and are comfortable with instructions

Delivering large amounts of information: • Use a range of resources (handouts,

overheads, posters, videos) • Ask questions continuously

throughout introduction, body, conclusion to encourage participation and ownership

• Open Questions encourage participation (who, what, when, how)

• Use eye contact and attentive body language while delivering information

• Develop games and activities that apply the information and encourage practice and reflection

The following pages contain a review of communication skills that promote interactivity and trainee involvement in programs and sessions.

The scope for interactivity in training is only limited by the trainer’s imagination!!!!!!



Group Dynamics and the Training Environment

Training groups experience the traditional group development phases during a training program. Trainers need to promote the development of the group dynamic and channel the energy created within a group to ensure that program objectives are achieved and all trainees benefit from the training experience.

Group Dynamics and Stages of Group Development There are strong links between motivation theory and group dynamics in that one of the strongest intrinsic/extrinsic forms of motivation is the desire to feel personal worth based on the approval of people we are close to or who share our common interests. Group dynamics is concerned with the interaction of individuals in groups and their outcomes. Group dynamics recognises that humans are social animals and attempts to categorise our behaviour in the presence of others.

Groups develop as individuals develop. They do not remain static. Many social psychologists have suggested models of group development with Tuckman and Jensen’s model (1977) being the most widely quoted. The following are the Five Stages of behaviour in group development outlined by Tuckman and Jensen:

Group Development Stage Features Forming Involves the formation of the group and issues

involved such as: • The emergence of a leader • Orientation of members

There is initial uncertainty when members work out their place in the group and establish the rules.

Storming Involves: • The recognition of conflict • The concept of personal agenda

raising • The emergence of a pecking order

Familiarity sets in and group members engage in some conflict as part of rebelling against completing the group tasks.

Norming Includes: • Conflict negotiation • Tolerance of individual differences • Establishment of group norms • Development of group cohesion



Group Development Stage Features Members establish new ways of cooperating.

Performing Involves: • Maturation of group identity and

development and achieving balance between individual, task and maintenance roles, resulting in effective task performance.

The group as a whole has developed harmony and proficiency in achieving the group objectives.

Adjourning Of the group includes: • Evaluative behaviour • Rituals marking adjournment • Disbandment into other groups

(Tuckman and Jensen, 1977).

Activity: • What strategies will you use to harness the group dynamic during your training session

and programs? • How do the stages of group development relate to a 2 day training program?



Successful Facilitation

Facilitation is “making things happen” so a facilitator of a training session “makes things happen”. Successful facilitators make things happen by encouraging trainees to take responsibility for their own learning by: • Encouraging • Listening • Valuing all individuals and contributions. The term facilitator is in direct contrast to the more didactic teacher, instructor, trainer or presenter. The following pages contain some useful strategies to promote successful facilitation that involves all trainees in the training process while encouraging self directed learning. Creating “Ownership” Among Trainees Human motivation theories and the Principles of Adult Learning provide many insights and tips for the development of effective facilitation skills. Consider what motivates you: Are you motivated by:

• Respect from your peers? • Encouragement and support from peers and management? • Being asked about your opinions and feelings? • Being acknowledged for your unique contribution to the team? • Exploring issues that relate directly to your values and beliefs? • Being acknowledged for your experience? (Maslow, McGregor, McClelland, Herzberg, Rogers et al).

If these things motivate you, chances are your trainees will be motivated by them too!!!!

Activity: How can the motivation of your trainees be integrated in to the facilitation process?



Effective Listening

Effective listening helps facilitators acknowledge the contribution of all trainees during a group discussion. It also helps them to contextualise issues and determine how those issues can contribute to achieving the discussion goals. This table contains some tips to promote effective listening during facilitation.

Effective Listening Tip Features Using attentive body language • Monitor your body language and non

verbal cues • Ensure your body language mirrors

your intention • Use positive and open, non

aggressive body language Using thinking time • Concentrate on the key themes and

issues of trainee statements • Use the time that they are talking to

consider responses and relate it to the topic under discussion

Control your mouth • You cannot speak and listen at the same time

• Listen to trainees and don’t try to interrupt or stop them from speaking

• Show them the respect they deserve by listening to their issues and responses

• Ensure that irrelevant issues are acknowledged although not dismissed (feedback sandwich)

Keep an open mind • Don’t assume you know what trainees are thinking and what they are going to say

• We do not know what they are going to say, regardless of how many times we have faced a similar issue or situation

• Ownership and participation cannot happen if facilitators pre-empt trainee statements, do not let them complete sentences or ignore contributions

Listen all the way through • Do not jump to conclusions • Don’t interrupt at ALL • Try to be patient and tolerant even if

we have heard it all before!!!! Effective Listening:

• Is hard work • Requires concentration



• Is a skill we can develop • Is an investment in ourselves • Is appreciated by everyone – the whole world loves a good listener and they are

RARE!!!!!!!!!!! • Promotes respect among trainees while encouraging attendance and participation in

future groups discussions and training programs. (Adapted from the AussieHost Training Manual, ITOA, 1994).



Active Listening

Active listening takes effective listening a further step. Active listening ensures that we are on the same track as trainees while demonstrating respect for their feelings and opinions.

The Active Listening Process Step Features

Accepting Feelings • Let the person vent their feelings during an exchange

• Don’t interrupt while they are expressing their feelings

• Accept the feelings and don’t try and convince the person that their feelings don’t exist or are not justified

• If we don’t accept the feelings we usually cannot move on the facts as the person will get more angry and upset

Clarifying Facts • Listen to the facts that the trainee gives you

• Repeat the facts back to the trainee so he knows you are listening and that you understood what he was telling you

Summarising • Sum up the feelings and the facts • Acknowledge the feeling • State the facts

(Adapted from the AussieHost Training Manual, ITOA, 1994). After a trainee has been encouraged to vent their emotions and anger about an issue they are often satisfied to participate and listen to the opinions of others. Unfortunately facilitators often attempt to stop the display of emotion and calm people down before they have expressed their feelings on an issue.



Questioning Techniques

A large component of successful facilitation is asking questions to encourage trainee participation by showing that we are interested in their needs and respect their opinions while ensuring we receive the information we need to achieve program or session outcomes. There are different types of questions to suit different situations. You need to carefully word questions to obtain the type of information required. You may want a YES / NO answer or a detailed response. The type of question you ask will determine the type of response you receive. The following table outlines some questioning techniques that can aid successful facilitation:

Question Type Features and Uses Closed Questions • Used for simple responses of yes or no or a few words only

• Usually begin with is, can, has, where or how many • Used to determine facts • Used to clarify issues

EG. “Has everyone received their copy of the training manual?” “How may people have seen the new menu at the canteen?” “Can we schedule another session for today fortnight?”

Leading Questions • Used to guide the team member back to a subject or prompt them to respond

• Used for simple responses EG “Would you like to attend a customer service program next quarter?”

Open Questions • Encourages trainees to respond in detail • Promotes discussion • Shows trainees you are interested in their opinions and

experience • Helps you obtain information to identify issues and

problems “ How do you see the situation in the future?” “How can I help you further” “How would you like this to be resolved?” “What has been the most productive part of the program so far?”

Two Classifications of Questions

Being aware of the two classifications of questions help prevent trainers from intimidating shy people within sessions while exploiting the energy of outgoing and confident trainees. DIRECT – A question is directed to a specific person

INDIRECT – A question is directed to the team at large



DIRECT Questions should only be used: • When someone has already responded to an indirect question so that you have evidence

of their willingness to contribute • When a person is confident and usually contributes to team discussions with enthusiasm

INDIRECT Questions can be used:

• To promote interactivity among the team • To set the scene for a consultative discussion • To encourage consideration of issues and to promote reflection • Allow shy people to participate on their terms

Full exploitation of the power of questions comes with continuous practice and reflection. If it doesn’t work this time, think about what could be improved or modified for the next training session or program.

Activity: What other strategies could you use to encourage shy and quiet people to contribute to group discussions?



Types of Feedback

Using effective questioning, effective listening and active listening techniques encourage trainees to contribute to discussion. Encouraging participation is only part of the process. Once a team member has contributed to the discussion with opinions, feelings and information we need to provide them with feedback that:

• Acknowledges their contribution • Values their contribution • Encourages future participation • Makes them feel relevant, valued and integral to the group

Feedback Type Features & Examples

Positive A short sharp positive statement: “That was great!” (a positive stroke)

Positive Constructive A positive statement that emphasises the issues identified by the trainee: “Developing a new manual is a great idea!” (a double positive stroke, I feel good AND they are really listening to me)

The Feedback Sandwich A potentially negative statement is softened by the sandwich either side to cushion the blow: “That is a relevant point and although the strategy may not work every time it is worth considering!” (the idea is accepted as valid even if it is not currently relevant and bad news is not so bad when delivered in a sandwich)

Negative A short sharp negative statement: “That’s irrelevant” “We don’t have time for that” (the anti-stroke, the idea is not even worth a thought!)

Negative Constructive A negative statement that identifies why an issue is irrelevant: “We don’t have time for that because of our tight schedule!” (a slight anti-stroke although you have been told why your issue will not be considered)



Activity: Consider the types of feedback you have received from trainers and managers. How did each type make you feel? How will you use this experience with your trainees?



The Principles of Adult Learning

All training programs, sessions and resources are developed for adult learners. There are many theories of adult learning. They are all similar and related directly to our role as trainers as they must be considered in the development and delivery of successful and effective training. Some examples are:

Adult Learning Principles (Kay, 1995)

1) Adults are highly motivated when their problem is immediate. 2) Adults want to apply what they have learned immediately.

3) Adults want to maintain their self esteem.

4) Adult learners are concerned with detail.

5) Adults dislike sitting passively for long periods.

6) Adults have difficulty accepting information that contradicts their own values.

7) Adults already have a wealth of information from their experiences of life.

8) Adults prefer to focus on one major content area at a time.

9) Adults prefer to direct their own learning rather than be directed by the instructor.

10) Adults prefer application to theory in course content.

11) Adults learn best through opened ended instruction that encourages groups of

learners to share experiences.

12) Adults prefer a learning environment that is physically and psychologically comfortable.

(Kay, D. (1995) The Complete Small Business Training Guide. Canberra: Rial Publishing, pp. 2 – 3).



The Principles of Adult Learning (ANTA, 1995)

Active

Involve the learner – physically, intellectually or emotionally Meaningful and Relevant

How does it relate to ME? Holistic

Using a range of senses Sight – Sound – Taste – Smell – Touch – Kinaesthesia Concerned with First and Last Impressions

Give learners purpose and build rapport Practiced and Reinforced

Time, practice and reflection Regular, Useful and Constructive Feedback

Use positive constructive feedback and concentrate on the action not the person Rewards

WIIFM – Learners need to identify “What’s in it for ME?”



The Andragogical Model of Learning (Knowles, 1988)

1. The Need to Know. Adults need to know why they need to learn something before undertaking to learn it. Tough (1979) found that when adults undertake to learn something on their own they will invest considerable energy in probing into the benefits they will gain from learning it and the negative consequences of not learning it. Consequently, one of the new aphorisms in adult education is that the first task of the facilitator of learning is to help the learners become aware of the “need to know”. At the very least, facilitators can make an intellectual case for the value of the learning in improving the effectiveness of the learners’ performance or the quality of their lives.

2. The Learner’s Self Concept. Adults have a self concept of being responsible for their own decisions, for their own lives. Once they have arrived at that self concept they develop a deep psychological need to be seen by others and treated by others as being capable of self direction. They resent and resist situations in which they feel others are imposing their wills on them.

3. The Role of Learners’ Experience. Adults come into an educational activity with both a greater volume and a different quality of experience from youths. By virtue of having lived longer, they have accumulated more experience than they had as youths. They have experience of being a full time worker, a spouse, a parent, a voting citizen, a small business person. In order to capitalise on the learners’ experience, adult educators use experiential techniques that tap into the experience of the learners – group discussion, simulation exercises, problem solving activities, case studies and other interactive strategies.

4. Readiness to Learn. Adults become ready to learn those things they need to know and be able to do in order to cope effectively with their real life situations. An especially rich source of “readiness to learn” is the developmental tasks associated with moving from one developmental stage to the next. The critical implication of this assumption is the importance of timing learning experiences to coincide with those developmental tasks.

5. Orientation to Learning. Adults are motivated to devote energy to learn something to the extent that they perceive that it will help them perform tasks or deal with problems that they confront in their life situations. Furthermore, they learn new knowledge, skills, values and attitudes most effectively when they are presented in the context of application to real life situations.

6. Motivation. While adults are responsive to some external motivators (better jobs, promotions, higher salaries etc), the most potent motivators are internal pressures (the desire for increased job satisfaction, self esteem, quality of life etc). Tough (1979) found in his research that all normal adults are motivated to keep growing and developing, but that this motivation is frequently blocked by such barriers as negative self concept as a student, inaccessibility of opportunities or resources, time constraints and programs that violate the principles of adult learning.

(Knowles, M., (1988) The Adult Learner, a neglected species, Gulf Publishing, USA).



Barriers to Learning

Many people that we train have barriers to learning that affect their perception of the training and ultimately the effectiveness of the training experience. Barriers to learning are caused by many internal and external factors such as:

• Past experiences of training and education • Personal issues that impact on training time (unemployment, marital and financial

problems etc.) • The training environment • The timing of the training • The physical layout of the training area • Fear of self direction and capability • A lack of recent learning experience • Language difficulties • The trainers attitude • Physical limitations (sickness, disability, tiredness)

As trainers we consider the needs of individual trainees and their barriers and change our delivery methods and approaches constantly. We need to put ourselves in their shoes so that we can empathise with them and meet their needs as learners and people. Activity: Consider your target group of trainees. Identify some potential barriers to learning and identify strategies to overcome the barriers and enhance the learning process.

Barriers Strategies



Modes of Learning - Visual – Auditory – Kinesthetic

(Grinder, 1991)

Visual Auditory Kinesthetic

Each adult has their own way of learning and differ in the way they organise their experiences into meanings, values and usable skills. Trainers need to consider the needs of all modes of learning when preparing and delivering training. Learning environments must cater for different learning styles and provide a wide range of opportunities and training methods so that everyone is catered for.

Learning modes can be described as:

• Auditory • Visual • Kinaesthetic • Combination (most people learn using a combination of styles)

Visual learners need to see what is happening. Visual learners like reading, television, cartoons, photographs and plans. They often have strong writing and spelling skills. You can pick a visual learner by their constant eye movements, blinks, squints and eyebrow action as they process information. In the training environment they respond to:

• Posters, charts, graphs • Visual displays • Booklets, brochures and handouts • Variety of shapes and color

Auditory learners learn by listening. Auditory learners love to talk and prefer to hear things rather than read them. You can pick an auditory learner by their mouth movements as they like to hear text as they read. They often omit sounds while thinking and processing information (um, ah, etc). In the training environment they respond to:

• Question and answer sessions • Lectures and anecdotes • Audio tapes / music • Discussion in pairs and groups

Kinesthetic learners learn by doing. Kinesthetic learners often move around a lot in chairs, tap pens or doodle. They need regular breaks, enjoy games and do not like reading. They learn best



through practice. Most of their movements are from the neck down. In the training environment they respond to:

• Team activities • Hands on practice • Role plays • Note taking • Discussions

Trainers must plan to consider all learning styles in their training delivery. The quiz on the following page will help you identify your preferred mode of learning. Many trainers train to suit their own preferred mode – it is important to remember that other modes and combination are represented among your trainees so a combination of activities and stimulation is crucial. There is a useful Website that helps you to check your learning style. Visit www.active-learning-site.com and complete the on-line quiz. The Active Learning Site offers a model of Sensory Modalities known as: V – Visual A – Aural R – Read / Write K – Kinesthetic which is a modified version of the VAK model. The VARK model considers the needs of different types of visual learners by separating them into two groups.



Self Quiz: How do I learn?

Answer each of the following statements with YES or NO. Your responses will reveal your dominant learning style. Be honest and think in terms of your general responses rather than exceptional circumstances.

Statement Yes No

1. I learn a lot from listening to instructors and other knowledgeable people. 2. I figure things out best by trial and error. 3. Books are easy for me to learn from. 4. Give me a map and I can find my way. 5. I like to have directions explained to me verbally. 6. I can often assemble something I have just bought without looking at the

instructions. 7. I learn a lot from discussion. 8. I’d rather watch an expert first and then try a new skill. 9. The best way for me to learn how something works is to take it apart and put

it back together again. 10. I can remember most of what is said in class and at meetings without taking

notes. 11. The classes I was best at in school involved physical activity and movement. 12. Diagrams and drawings help me to understand new concepts.

(Steinbach, R., 1993). A strong Visual Learner who learns by reading, watching and studying diagrams usually answers YES to questions 3,4,8 and 12. A strong Auditory Learner who learns best by listening/hearing usually answers YES to questions 1,5,7 and 10. A strong Kinesthetic Learner who learns best by doing things usually answers YES to questions 2,6,9 and 11. This short quiz provides an introduction into the world of learning preferences. You will probably recognise some of these traits in your learners. Now that you are aware of the three modes of learning you will be able to design your training sessions to suit specific needs (although you have probably always instinctively catered for a range of learners in your training sessions). Many educational texts explore the study of learning modes (sensory modalities) if you are interested in further research.



P-A-R-T - 4 Learning Styles – General Descriptions

P - Pragmatists • Are keen to try out ideas, theories and

techniques to see if they work in practice

• Search out new ideas and take the first opportunity to use them

• Like to get on with things • Tend to be impatient • Are practical, down to earth people

who like making practical decisions and solving problems

• Respond to problems and opportunities as a challenge

• Believe that ‘There is a better way’ and ‘If it works it is good’.

R - Reflectors • Like to stand back and ponder

experiences • Like to collect data and analyse it

before coming to conclusions • Tend to postpone reaching a

definitive conclusion because of data collection

• Like to consider all possible angles and implications before making a move

• Prefer to watch others in action, taking a back seat

• Act with a view to the wider context • Believe in being cautious.

A - Activists • Involve themselves fully and without

bias in new experiences • Are open minded • Are enthusiastic about anything new • Tend to act first and consider

consequences afterwards • Fill their days with activities • Like to be in the middle of things • Believe that you should try anything

once.

T - Theorists • Adapt and integrate observations into

complex but logically sound theories • Think problems through in a step by

step logical way • Tend to be perfectionists • Are keen on basic assumptions,

principles, theories, models and systems thinking

• Tend to be detached, analytical and dedicated to rational objectivity

• Prefer to maximise certainty and are uncomfortable with subjective judgment and lateral thinking

• Believe in rationality and logic ‘If it’s logical it’s good.

(Adapted from Peter Honey & Alan Mumford’s Learning Style Questionnaire, from the book, Capitalising on Your Learning Style).



P-A-R-T Self Quiz

1. When assembling a pushbike or a garden fitting you would prefer to: P – Have someone with experience to show you the most important stages of assembly and give you simple, effective instructions. A - Turn the box upside down in the lounge room and assemble it immediately so you can use it as soon as possible. R – Take as much time as necessary to read the instruction manual, get the necessary tools and talk with friends about the task. T – Carefully read all of the instructions and arrange all parts in sequential order, ensuring that all parts are there and undamaged before attempting the assembly. 2. When you have a month to complete a project you would prefer to: P – Follow an existing format to be completed one step at a time. A – Work in bursts when you feel inspired and enthusiastic about the task. R - Work on it with others and preferably when you feel like it. T - Carefully plan how you will complete the task and then develop a systematic, ordered approach, probably doing a little each day. 3. When someone gives you a new recipe you would prefer to: P – Try the recipe out and look for ways that it might be made simpler or better along the way. You might also prefer to test it first or have had it recommended to you. A – Begin to cook only checking the recipe briefly for main instructions, often improvising and experimenting. R – Compare the recipe to others you have tried and then consider the merits of each before you decide to go ahead. T – Read the recipe several times, measuring and preparing all the ingredients in advance and following the directions provided in the recipe. 4. Do you tend to relate best to information that is: P – Practical and useful. A – Interesting and inventive. R – Personally relevant. T – Factual and logical. 5. When arriving home with a new video player you would prefer to: P – Unpack the video, plug it in, read part of the manual and then experiment with how it works, checking back to the manual for each new step. A – Unpack the video, quickly plug it in and call your neighbour for help. R – Carefully read the instructions and arrange for a technician or friend to install it so you can watch how it is done. T – Read the entire manual and any other relevant material before attempting installation. 6. If your were asked to prepare a report of your organisation you would prefer to: P – Identify and list the problem areas and note how they could be improved to increase productivity. A – Develop a flow chart showing how the organisation interrelates with the community and state bodies. R – Create a map connecting the people involved and how they relate to each other. T – Prepare an organisational chart showing the organisational structure and chain of command.



7. When faced with a decision you prefer to: P – Consider all your options one by one, then use a method that you have developed in the past and know it works. A – Make a snap decision and see what happens, you can always change it if it is not right. R – Discuss it with people close to you, considering their needs, then make a decision that feels best for you. T – Analyse all of your options and prioritise them before thinking about the best decision. 8. You are most comfortable with people who: P – Provide practical advice and offer alternatives. A – Are people of action, who get out into the world and do things. R – Share your values about the world and take time to reflect on things. T – Are intellectually competent. 9. You feel that students would learn much more effectively if: P – Teachers provided them with information that was practical and useful in their lives. A – Teachers encouraged creativity and initiative in the classroom. R – Teachers spent more time acknowledging feelings and ensuring that information was relevant. T – Teachers made better use of the time available by being better organised and providing accurate, detailed and factual information. 10. When working with people who are distressed you find it most frustrating when: P – They don’t allow themselves to stay with the problem, they keep putting it aside. A - They don’t act on what they must know instinctively is the best course of action. R – They don’t allow themselves to be emotionally expressive. T – They don’t just stop and logically think through their options. 11. When you have a large report to write, you would prefer to: P – Follow an existing format or timetable you have used in the past that will allow the report to be completed one step at a time. A – Work on it in short bursts when you feel inspired and enthusiastic. R – Work on it with other people when you feel like it. T – Plan how you will complete the report step by step, then work out what to do each day.



Calculating your P – A – R – T Learning Style

Place a tick in the relevant columns under P – A – R or T each time you select a response from the statements given. After you have answered all 12 statements, total each column. The column with the highest score will be your dominant Learning Style.

P A R T

1

2

3

4

5

6

7

8

9

10

11

Totals



Units BSZ401A, 402A and 403A - Plan, Conduct and Review Assessment

This section covers the theory of competency based assessment including principles and guidelines.

• The planning of a competency based assessment using industry competency standards, enterprise standards, SOP’s or other source documents that outline job requirements within the workplace

• The conducting of a competency based assessment including participation, consultation and decision making processes

• The reviewing of a competency based assessment to ensure that it complies with the theory of assessment and workplace requirements



Background to Competency Based Assessment

What is Assessment? Assessment is the process of collecting evidence about the performance of candidates and making a judgment about whether they have met the standards specified in a competency standard, training program or related document. Workplace Assessments are undertaken to ensure that employees/trainees can do their job to a specified standard. Registered Training Organisations (RTO’s) and Assessment

Plan, Conduct and Review Assessment (Workplace Assessor) accredits you to assess personnel against the competency standards that will provide candidates with accreditation for qualifications if you are working with accredited training programs. Accredited training programs are validated by the Australian National Training Authority (ANTA) and recognised across Australia as they comply with national standards specified within Industry Training Packages. Registered Training Organisations (RTO’s) are registered with ANTA and the state equivalent bodies to deliver and assess accredited training courses. Competency Based Training and Assessment (CBT & A) CBT & A is developed around a series of specified competencies. Training is developed and delivered around the competencies so that all trainees receive the same guidelines to help them obtain accreditation or qualifications and to help them do their jobs. CBT & A is focused towards assessment so that once candidates have demonstrated the tasks required or explained the theory underpinning the tasks they can be assessed and ultimately granted qualifications. This form of training is utilised within the Vocational Education and Training (VET) sector of education that provides skilled personnel for a range of occupations. In the CBT & A model trainees are trained and assessed to specified competency standards with fixed performance measures requiring a yes/no decision about the competency. The yes / no decision is termed Competent (C) or Not Yet Competent (NYC). Candidates are assessed against the standards rather than against one another.



Australian National Training Authority (ANTA)

ANTA is the national government body that oversees all post compulsory education on a national level. It is responsible for policies, accreditation and decision making on a national level. Information about ANTA is found at www.anta.gov.au

Office of Tertiary, Training and Education (OTTE)

This is the state representative body that oversees accreditation at a state level. Each state has a representative body similar to OTTE. Information about OTTE is found at www.otte.gov.au What is a Training Package?

A Training Package is a set of broadly based industry and enterprise competency standards that define the full range of workplace requirements for industry sectors covered by and using the Training Package. Training Packages include:

• Competency Standards • Assessment Guidelines • Qualifications

Many industries are covered by Training Packages. The National Training Information Service (NTIS) provides public access to all industry Training Packages and competency standards on www.ntis.gov.au RTO’s use Training Packages as the basis for training program and assessment development. This enables RTO’s to issue qualifications and accreditations that fall within their Scope of Registration under the Australian Qualifications Framework (AQF).



The Features of Competency Based Assessment

Competency based assessment is the process of gathering evidence about a candidate’s skill, knowledge and attitudes and making a judgment about whether they have reached the standard of performance specified in pre determined criteria.

Competency Based Assessment has THREE distinguishing features:

1. It is criterion referenced – Candidates are assessed against specified criteria. Examples of criteria used for assessment of competence are:

• Industry competency standards • Enterprise competency standards • Standard operating procedures • Benchmarks • Key performance indicators (KPI’s) • Position descriptions

2. It is evidence based – Evidence of candidate competence is gathered by the assessor

over a period of time and / or different types of evidence are gathered to assess one competency or topic. Evidence comes in three forms:

• Direct Evidence (observation of workplace performance, a product produced by the candidate);

• Indirect Evidence (simulation or role play of workplace activity); • Supplementary Evidence (written or verbal tests or samples, third party

testimonial).

3. It is participatory –Candidates are consulted about the time and format of assessment and involved throughout the assessment process.

Competency Based Assessment is designed to be an encouraging and motivating assessment experience. Candidates are supported by assessors so that they can achieve competence to enable progress in the job role and / or to provide the skills and knowledge required to meet the needs of the workplace and qualifications.



Activity: Consider the assessments that you have experienced during your career or in your current workplace. What criteria or benchmarks were you assessed against?

1. What evidence of your ability to do the job was collected by the assessor?

2. How often was evidence collected by the assessor?

3. Were you informed of the criteria you were being assessed against?

4. Describe your level of involvement in the planning and conduct of the assessment.



Purpose and Timing of Assessment A

Types of Assessment There are 4 types of assessment that directly relate to the purpose and timing of assessment. Diagnostic – Diagnostic assessment is undertaken to determine training needs and to find skills gaps. Formative - Formative assessment is undertaken during a period of learning to ensure that the trainee is progressing through a unit of competency or program. Summative – Summative assessment is undertaken at the end of a period of learning. Recognition of Existing Learning – Recognition of learning is used to formalise learning from a range of contexts, not necessarily associated with a structured course. This type of assessment is known as Recognition of Prior Learning (RPL) combined with Recognition of Current Competency (RCC). Activity: Consider each type of assessment and describe your experience of each as an assessor and / or candidate.

Assessment Type Experience Formative

Summative

Diagnostic

Recognition of Learning



Purpose and Timing of Assessment B

Assessment is conducted continuously in most organisations although it might not be directly called assessment or even feel like a traditional ‘test’ as it is probably following the competency based assessment model. Recruitment – Assessment is conducted when candidates apply for jobs. Usually the selection criteria is stated in an advertisement or similar document so the candidate can prepare. Recruiters should only use the specified criteria for their selection decision. Promotion – Assessment for promotion is conducted in a similar manner to recruitment. Candidates are assessed against criteria describing the role they wish to be promoted to. Recognition of Learning – Assessment is conducted of candidate’s life experience, past work experience or existing qualifications. Assessors assess candidates against the competency standards for an industry qualification and use the evidence provided by the candidate to make a decision of competence. Credentialling – Assessment is conducted to provide candidates with licences or registration required for them to perform their jobs (eg forklift licence, gun licence, first aid certificate). Assurance of Progress – Assessment is conducted during a training program to ensure that trainees are ready to progress to the next component of the training. Training Needs Analysis (TNA) – Assessment is conducted against a specified standard to determine a candidates specific training needs in relation to the standard. Activity: Classify each of the assessment purposes type B into one of the 4 categories identified under type A.



The Four Principles of Competency Based Assessment

There are four Principles of Competency Based Assessment – Validity, Reliability, Flexibility and Fairness - that provide the foundation for workplace assessment. It is productive to evaluate the assessments that you undertake and assessment tools that you use against the following principles and criteria: Activity: This checklist can be used to evaluate existing assessment processes or any assessment you develop for use in your workplace. Validity – An assessment assesses what it claims to assess, that the person has the skills specified in the relevant competency standard.

Are the learning outcomes / assessment criteria to be achieved by the candidate clear and well explained?

Is the assessment directly related to the candidate’s role?

Is a variety of assessment techniques used to gather evidence of competence?

Is assessment evidence gathered in different ways and / or over a period of time?

Does the approach to assessment assess knowledge, skill and attitude in an integrated way?

Is the assessment being conducted at a level appropriate to the candidate’s role?



Reliability – An assessment achieves consistent results. Another assessor would make the same decision.

Are the assessment or performance criteria clearly written and free of ambiguity?

Are the assessment tools clearly written so that all assessors can use them in the same manner?

Are assessments undertaken using a standard procedure?

Are there clear guidelines for assessors to follow when they are interpreting assessment results?

Can assessors work together when planning the assessment process if relevant?

Are procedures in place to monitor, evaluate and revise assessment?



Flexibility – The assessment can be on the job or off the job and at a mutually convenient time and situation.

Are the assessment procedures and methods appropriate to all candidates?

Is a range of assessment tools available for reassessment of candidates if required?

Are opportunities provided for flexible/alternative assessments for candidates with special needs?

Are assessment times and conditions negotiated with candidates prior to assessment?

Are the appeals mechanisms clearly documented and provided to candidates prior to assessment?

Fairness – When assessment does not disadvantage anyone. The method of collecting evidence does not make the experience more difficult than the level of the competency being assessed.

Is there opportunity for flexible or alternative assessment for candidates?

Do the standards required of candidates match their job roles?

Are candidates provided with detailed information about the assessment prior to the assessment day?

Is assessment negotiated with candidates where appropriate?

Are candidates involved with assessing their own performance?

Can candidates have their previous experience and expertise recognised?




Making Adjustments to the Assessment Process

Assessors can make adjustments to the assessment process within the guidelines of the Training Package for Assessment and Workplace Training (BSZ98). An adjustment or modification can be made to the assessment process to accommodate the needs of an assessment candidate (Flexibility, Fairness) as long as the assessment decision can be still classified as valid and reliable (see Principles of Competency Based Assessment Checklist). Allowable adjustments may include:

• Provision of personal support services (interpreter, attendant carer or related personnel) • Use of larger print on documentation • Assessments divided into short components to accommodate fatigue or illness • Provision of verbal assessment options in place of written (as long as the competency

being assessed does not include a written component) Allowable adjustments promote flexibility in assessment processes by modifying the way assessment is conducted although do not involve changing or modifying a competency standard. Activity: Which allowable adjustments may apply in your assessment role with particular consideration of your target group of trainees.



Definition of Competence

Competence is having the required knowledge, skills and attitudes to perform job tasks to the level required for employment or specified in competency standards or other source documents. Competency standards, position descriptions, duty statements and standard operating procedures are used as the benchmarks to determine the competence of candidates. Workplace Competence Workplace competence is the ability to perform tasks to a specified standard. Each job task is made up of three components:

• S - Skills – to perform the task • A - Attitude – carrying out the task in the correct manner • K - Knowledge – underpinning knowledge of the task

This is an example of some of the SAK components of the role of a Workplace Assessor based on the Competency Standards for Assessment.

Knowledge The Theory of Assessment:

• Principles of assessment

• Types of assessment etc.

Skills

Include:

• Effective listening • Planning

Assessment events • Providing feedback • Organising

equipment

Attitude The way you do the job:

• Following the Principles of Assessment

• Empathy • Patience • Tolerance



How is Competence Assessed?

Competence is assessed using a range of assessment methods that mirror the task being assessed and encompass all aspects of the job specified in the competency standard. What is a Competency Standard? A competency standard comprises the specification of the knowledge and skill and application of that knowledge and skill across industries or within an industry, to the standard of performance required in employment. Competency standards are specified in Training Packages and provide the basis for assessment is some industries. The following are examples of other standards used as the basis for competency based assessment, source documents that identify ‘how we do the job’ in a workplace or industry.

Enterprise standards Industry Competency Standards Standard operating procedures (SOP’s) Guidelines Position descriptions Key performance indicators (KPI’s) Benchmarks Others?

The entire Certificate IV in Assessment and Workplace Training is based on the Industry Competency Standards for training and assessment as specified in the Training Package for Assessment and Workplace Training, BSZ98.



The Five (Four) Dimensions of Competence

To assess a candidate as competent for a specified role we need to ensure that our assessment procedures include all components of competency as specified within all Training Packages endorsed by the Australian National Training Authority (ANTA). The components of competence are built into the competency standards for industries and job roles and are known as the Five Dimensions of Competence. Standard 8 of the Australian Quality Training Framework (AQTF) Standards for RTO’s specifies that all RTO assessments need to encompass the Dimensions of Competence. Task Skills – being able to perform specified tasks usually described in the performance criteria. Task Management Skills – being able to manage a number of different tasks within the job, usually including the underpinning knowledge and skills. Contingency Management Skills – responding to irregularities and breakdowns in routine, usually included in the description of critical aspects of evidence. Workplace Environment Skills – dealing with the responsibilities and expectations of the work environment including working as part of a team. These are included in the key competency descriptions and underpinning knowledge and skills.



Activity: You can evaluate assessment processes against the dimensions of competence. Does the process assess:

Task Skills?

Comments: Task Management Skills?

Comments: Contingency Management Skills?

Comments: Workplace Environment Skills?

Comments: Skills Transfer?

Comments:



The Role of the Workplace Assessor

Assessors have a range of responsibilities that include: Planning and managing the assessment process Conducting assessments and making assessment decisions Designing assessment tools Providing continuous feedback and encouragement to the candidate Informing the candidate and other stakeholders about assessment results Implementing the appeals procedures Respect for candidate confidentiality Maintenance of assessment records Review and modification of the assessment process

Activity: Identify the responsibilities of assessor in your workplace and locate the workplace processes and documentation that apply to each responsibility.



This unit covers all aspects of Planning a Competency Based Assessment

Learning Outcomes:

Locate assessment criteria or benchmarks to assess against (industry competency standards, enterprise standards, SOP’s or other source documents) Choose the assessment methods that most suit the topic, context and candidate Develop all assessment tools – checklists, proformas, questions, scenarios, recording sheets Evaluate your assessment tools against the Principles of Competency Based Assessment & Dimensions of Competence and make modifications as required to enhance compliance Trial the assessment tools and explain how this was done, who was involved and what changes were made to the assessment tools based on trial findings Locate or develop an assessment appeals procedure to protect the rights of the candidate Identify the person to be assessed and describe how you contacted the candidate to explain all relevant details and ensure they are ready for assessment Describe any characteristics of the candidate that will impact on the assessment Identify any language, literacy and numeracy (LLN) issues that may impact on the assessment Ensure that occupational health and safety is considered in the assessment environment Describe the context of the assessment (organisation, workrole etc) Provide the candidate with the assessment criteria and any relevant instructions relating to the assessment Develop a budget for the assessment that includes all resources (personnel, time, equipment) Describe any other arrangements relating to the assessment



Industry Competency Standards

Industry Competency Standards provide a clear framework for the development of assessment procedures. They include the details and performance required for the successful completion of tasks to enable assessment of candidates to the specified standard. Competency Standards Examplar (based on Guest Service National Competency Standards and modified for training purposes). Unit: BH1 – Provide Guest Service Element 1 Acknowledge guests

Performance Criteria Guest is acknowledged by correct name or title The manner displayed is courteous and cheerful

Element 2 Provide advice to guests

Performance Criteria The facilities and local attractions are accurately described to guests The establishment’s facilities are promoted using standard industry methods in a courteous and helpful manner

Element 3 Handle difficult guest situations

Performance Criteria Complaints are promptly and sensitively dealt with Difficult situations are reported to appropriate personnel Standard conflict resolutions techniques are used to resolve the situation Enterprise procedures are followed

Element 4 Process lost and found property

Performance Criteria Lost and found property is recorded and reported to the appropriate personnel

Range of Variables: This unit applies to all establishments that provide accommodation including:

• Hotels • Motels • Guest houses • Bed and Breakfasts • Caravan Parks

Evidence Guide:

• Evidence of knowledge of establishment practices and procedures is required • Evidence of knowledge of local attractions is required • Knowledge of suggestive selling, handling of complaints and basic conflict resolution is

required



Terminology for Units of Competency listed in Training Packages

Term What it Means Unit of Competency The task that needs to be done. Elements Parts of the task. Performance Criteria How you do the task.

The standard to which the task is to be performed.

Range of Variables Differences between workplaces that may affect how the task is done. Resources and constraints that apply to your workplace

Evidence Guide

• Underpinning knowledge and skills • Critical aspects of evidence

Helps you determine how to assess the task in the workplace. The theory behind the task or other skills that support the task Compulsory components that must be identified in the assessment.



Competency Standards & Jobs

THE JOB OR OCCUPATION

UNIT OF COMPETENCY



UNIT OF COMPETENCY

UNIT OF COMPETENCY

UNIT OF COMPETENCY

UNIT OF COMPETENCY









Range of variables, covering: • Equipment • Processes • Rules • Policies • Conditions of employment • Organisation

Evidence Guide: • Contexts for assessment • Critical aspects of a unit and its relationship to other units • The required evidence of competency

Standard of performance required in the workplace

Tasks in the function

Function in the job



Other Standards that are Used as Assessment Benchmarks

Enterprise standards Industry Competency Standards Standard operating procedures (SOP’s) Guidelines Position descriptions Key performance indicators (KPI’s) Benchmarks Others?

Locate the standards or source documents that apply to your training and assessment role (see Plan and Promote a Training Program). Standards are the documents that tell us how to do the job we are training and assessing. You can look up industry competency standards on www.ntis.gov.au.



Assessment Processes

An assessment process is a range of assessment methods or evidence gathering opportunities that are implemented to assess a unit or units of competency. Assessment procedure can also refer to the planning and organising of the assessment event.

Assessment Methods

Assessment methods are a range of evidence gathering opportunities used to assess the competence of candidates. The most commonly used assessment methods in CBT & A are: Observation of workplace performance – assessment is undertaken during work time while the candidate is performing the required role, a task or series of tasks.

The assessor may directly observe the performance of the task and or the product produced or a video recording of both.

The observation provides evidence of the candidate’s competence in carrying out a process or developing a product.

Examples of observation include: the preparation of a meal or organising of safety equipment for a safety audit. Simulation of workplace performance or tasks – actual workplace conditions are simulated using the exact equipment and materials used in the workplace and may include use of practical exercises, simulator, computer modelling, role playing and case studies. Examples of simulation include: a flight simulator, fire-houses or a clinical case study.

Role play of workplace performance or tasks – some workplace conditions are created for assessment usually without all equipment and materials as specified in simulation above.

A case study or scenario – candidates are given a scenario around which they need to apply information and provide strategies and responses.

Written questions – usually used to assess the underpinning knowledge components of a standard and can take the form of multiple choice, short answer, true or false, label the diagram or short structured essay. Verbal questions – usually used to assess the underpinning knowledge component of a standard when a candidate requests an alternative assessment, an assessor offers an alternative assessment to minimise stress on the candidate or the standard lends itself to verbal questioning during an observation or simulation. Third party testimonial – a third party is requested to provide a reference regarding the candidate’s performance of the specified task or role. Third parties should be qualified or competent in the task being assessed and fully briefed on their role within the assessment process.



Portfolio or assignment – information is collected over a period of time and submitted for assessment in a folder of written documents and evidence. Activity: Use the table below to determine which assessment methods assess knowledge, skill and attitude.

Knowledge Skills Attitudes

This table will guide your allocation of an assessment method to each performance criteria within your industry competency standard.



Types of Written Assessments Written Assessment Features Short Answer • One correct answer

• Word limit required should be indicated Eg. How many types of fire extinguisher are used in the organisation? Name the types of fire extinguisher used in the organisation.

Fill in the Gap • One correct answer • Word limit should be indicated

Eg. There are ____ types of fire extinguisher used in the organisation.

Multiple Choice • Only 4 choices provided • Each option should be feasible • No “red herrings”

Label the Diagram • Components clearly indicated • Preferably DO NOT provide a list of options for

each component to be labelled True and False • A clear statement

• Brief to avoid ambiguity Eg. Examinations must be undertaken in complete in silence…T / F

Matching Pairs • Two columns of related words or phrases • Columns of equal number • Clear instructions

Eg. Cat Lemon Fat Dog Night Thin Orange Day

Structured Essay or Report • Clear instructions need to be provided • Word limit indicated

Activity: Consider the advantages and disadvantages of each type of written assessment.



Forms of Assessment Evidence

Assessment evidence is the collection of completed assessment tools and work samples that assessors analyse to determine whether or not a candidate has achieved competence in the unit or topic being assessed. There are 3 Forms of Assessment Evidence Type 1) Direct Evidence

•• Observation of workplace performance •• A video of workplace performance •• A product made in the workplace by the trainee

Type 2) Indirect Evidence

•• Simulation of workplace performance •• Role play of workplace performance •• Case study analysis

Type 3) Supplementary Evidence

•• Written or oral questions •• Feedback provided from a third party (supervisor or manager) •• An assignment or portfolio

A combination of Evidence Types should be used when assessing competence. Activity:

• Which form of evidence would be the most valid in your context (ie, most resembles the job you are assessing)?

• Which form of evidence would need the most supporting evidence?



Assessment Tools

Assessment tools are the actual evidence gathering documents used to assess competence. The following table shows each of the assessment tools required for each of the assessment methods described earlier in the text.

Assessment Method Assessment Tools Observation of workplace performance Trainee instructions / Checklist Simulation Trainee instructions / Checklist Role play Trainee instructions / Checklist Case study Trainee instructions / Case study description /

Checklist Written questions Questions / Checklist Verbal questions Questions / Checklist Third party Questions / Checklist Portfolio or assignment Trainee instructions / Checklist When the assessment methods have been selected, assessment tools are developed that cover all components of the unit of competency to be assessed. It is useful to cross reference each component of the standard (or performance criteria) against an assessment method to ensure evidence is being gathered for the entire standard (see assessment validity). Activity: Put together a table that maps which assessment methods you are using for each component of the standard or source document.



Sample Assessment Tool

Unit of Competency - Provide Guest Service Candidate Name:……………………………… Name of Assessor:……………………………. Date of Assessment:…………………………. Time of Assessment:…………………………. Location of Assessment……………………. This checklist is to be used for observation of workplace performance or simulation. Tick in appropriate columns and provide detail of events in spaces provided. Underpinning knowledge questions are to be asked to confirm components of the observation. The assessor should ask questions verbally and write responses in the spaces provided. Acknowledge Guests Yes No

Guest is acknowledged by correct name or title • Smile…………………………………………………………………………………………

……. • Eye

Contact…………………………………………………………………………………… • Positive body language………………………………………………………………… Comments

Manner displayed is courteous and cheerful • Smile…………………………………………………………………………………………

……. • Friendly tone of voice………………………………………………………………….. • Enthusiastic…………………………………………………………………………………

… • Genuine interest…………………………………………………………………………… • Relevant questions asked……………………………………………………………. Comments

Provide Advice to Guests The facilities and local attractions are accurately described to guests • Brochures

offered………………………………………………………………………………… • Bookings

made…………………………………………………………………………………… • Specials

described………………………………………………………………………………… • Attractions

described…………………………………………………………………………….. • Questions asked Comments:

Hotel facilities promoted Examples may includes swimming pool, games room, bar, golf course etc……………………………………………………………………………………….. Comments



Underpinning Knowledge Questions: Name 5 services offered by the establishment. Name the top 5 local attractions. Describe the procedure for processing lost guest property.

Third Party Questions (Manager or Supervisor): How does the candidate respond to difficult customers? Provide examples of customer feedback about the candidate that describes their product knowledge or customer service efforts.

Overall Comments: Overall Result - Competent/Not Yet Competent (please circle): Further Action Required: Assessor Signature: Candidate Signature:

NB – Please ensure that SOP’s (customer service) of the venue are collected prior to assessment for reference during assessment.



Trialing the Assessment

Assessors need to trial assessment procedures before they are used with candidates. Trialing enables problems to be rectified and modifications made prior to the assessment event to ensure that the assessment complies with the Principles of Assessment. Trialing an assessment can be undertaken with:

• A group of colleagues • A team of assessors • Subject matter specialists • An assessment focus group • Other interested stakeholders

Some of the issues to be considered during a trial are:

Are the candidate instructions clear? Is the language appropriate to the competency being assessed? Is the assessment easy to follow? Are instructions and detail free of ambiguity? Is the grammar and spelling correct? Are all components of the competency covered? Are you assessing across the five dimensions of competence (knowledge, skills, attitude)? Is the time taken to complete the assessment realistic and achievable?

Activity: Use the checklist as a basis for the trial of your assessment process with colleagues or other members of the training group.



Organising the Assessment

Part of the planning process is ensuring that all arrangements are finalised before the assessment event. The candidate needs to be informed of:

• The standards or topic being assessed • Assessment methods (demonstration, oral questions, written questions etc.) • Any equipment or materials they need to bring • The Appeals Procedure • Venue, time, date

Candidates can be informed via:

• Email • Fax • Letter • Telephone • Other?

Assessors also need to organise:

• The venue • Equipment • Paperwork • Occupational Health and Safety of the assessment location

Activity: Consider the issues above and make notes about the things that apply to your assessment role and context.



Rules of Evidence

Evidence of candidate competence in the form of completed assessment documentation or tools, must be valid, sufficient, current and authentic: Valid – Evidence must cover the broad range of knowledge and skills required to perform the task being assessed. Evidence gathered using the assessment tools must meet the criteria specified in competency standards and / or learning outcomes. Evidence should also mirror the type of performance being assessed. e.g. If you were assessing a unit of competency titled: Fire Extinguisher Use your evidence should be:

A demonstration from the candidate in the use of all specified types of fire extinguisher An explanation of any underpinning information about extinguisher use

Activity: Why would completed written questions as the only form of evidence be considered invalid for a unit of competency on Fire Extinguisher use? Sufficient – This relates to the amount of evidence gathered to infer competency. All elements and performance criteria for a unit of competency or similar, must be assessed. Current – The evidence gathered must be current. Can the person do the task or do they know the information NOW or was it in the past. Additionally, currency includes evidence that covers current legislation, policies and procedures. The issue of currency is particularly relevant to Recognition of Prior Learning (RPL) assessments. RPL assessments need to be undertaken with a Recognition of Current Competency (RCC) component so the assessor can judge that the information is current. Authentic – The evidence gathered must be the candidate’s work. In many workplace assessments, the assessor is with candidates at all times during assessment to ensure authenticity. If a trainee is completing work for submission to an assessor, third party evidence is often used with verification provided by a supervisor or manager.



Activity: After you have completed an assessment you can evaluate your evidence using an evidence checklist. Validity Does the evidence cover all skills and knowledge required to perform the role? Does the evidence only include the skills and knowledge required to perform the role? Comments: Sufficiency Is there enough evidence – are all performance criteria covered in the assessment? Comments: Currency Is the evidence recent? Does the evidence comply with current legislation, policies and procedures? Comments: Authenticity Is it the candidate’s work? Comments:



Reporting and Record Keeping

The recording of assessment is a vital component of the role of assessor. All assessment results must be recorded for all candidates. Assessors must process the results of assessments promptly so that current and accurate records are maintained. Sample Assessment Record Candidate Name: Organisation: Contact Details: Purpose of Assessment: Performance Standard: Assessment Conditions: Evidence Required / Assessment Methods: Assessment Arrangements: Details: Result: Competent (C) or Not Yet Competent (NYC) Date: Assessor Name: Assessor Signature: Comments / Further work required: Activity: Locate the assessment recording documentation used by your organisation to record the competence of trainees and employees.



Assessment Appeals Procedures

All RTO’s have assessment appeals procedures that provides candidates with the opportunity to appeal if they believe they have been treated unfairly during the assessment process. This ensures that the assessment is participatory and complies with the Principles of Competency Based Assessment.

Sample Appeals Procedure • All candidates have the right to discuss an assessment decision with the

assessor immediately following the assessment event. • All candidates have the right to reassessment with another assessor on request. • Issues that cannot be resolved between the assessor and candidate are to be

referred to the training coordinator. • Issues that cannot be resolved by the training coordinator are to be referred to

the Director of Human Resources in the form of an appeal. • A written appeal must be lodged within 7 days of the assessment event. • In response to the written appeal the Director of Human Resources will interview

the candidate in the company of a support person of their choice (colleague, supervisor, manager).

• The Director of Human Resources will interview the assessor and training coordinator.

• The Director of Human Resources will make a judgment once information collected from all parties has been reviewed.

• The appeal will be documented and kept in a confidential file.



Language, Literacy and Numeracy and Assessment

The language, literacy and numeracy skills of candidates can affect the assessment procedure. An assessor must ascertain special needs prior to assessment and consider options that consider the candidate without compromising the standards being assessed (see Page 100). Scenario. Adrian is a volunteer in a community organisation that provides meals for the elderly in a church hall every Wednesday afternoon. Adrian left school at 13 and rarely reads more than the sports section of the newspaper. His family moved regularly during his primary school years so he has some gaps in his education resulting in poor written expression and only basic mathematic skills. He has not participated in formal education since leaving school although he has an excellent memory for detail. Compliance with local government occupational health and safety legislation requires all volunteers to complete a Safe Food Handling Certificate II with a local training provider. The course includes a large segment of food safety theory combined with the practical application of theory in a simulated restaurant kitchen environment. The program assessor always used an exam format for the assessment of food safety theory. Adrian failed the exam. Activity: How could the assessor have accommodated Adrian’s language and literacy issues while adhering to the assessment principles of Flexibility and Fairness and ensuring that the assessment was participatory?



Occupational Health and Safety and Assessment

Assessors have the responsibility for organising the assessment environment including consideration of candidate safety. All workplace safety procedures and equipment should be used and followed during an assessment. Budgets and Assessment

Many assessments are undertaken within an overall training department budget. Other organisations have strict budgets allocating resources to assessments. Activity: Develop a budget for your assessment based on the following headings:

• Personnel • Equipment • Resources • Venue • Other



This unit covers all aspects of Conducting a Competency Based Assessment

Learning Outcomes:

Arrive early to set up equipment and resources Welcome the candidate Explain the purpose of assessment Outline how assessment will be conducted Reassure the candidate as required Collect evidence of candidate competence Analyse and interpret the evidence – make the assessment decision (judgment) Discuss decision with candidate and provide relevant feedback Record assessment results and decision signed by candidate and assessor and third party if required Provide a written report that covers all identified issues and explains what occurred on assessment day



Involving the Candidate in the Assessment Process

Competency Based Assessment is designed to confirm that a trainee can do a job specified by a competency standard. It is not a test in the traditional sense so candidates can participate in the process. It is vital that assessors create a positive relationship with candidates so that they feel that the assessment process is WITH them not TO them. We can alleviate rather than eliminate assessment anxiety using our interpersonal skills and consultative approach. Activity: This checklist can help you ensure that the assessment is a participatory and positive experience for the candidate.

a) Complete the checklist next time you are conducting an assessment. b) Ask a colleague or observer to complete the checklist next time you are conducting

an assessment.

Consider your performance and use the feedback to enhance your assessor skills. Before Assessment:

Candidates are contacted by telephone or in person to discuss assessment time, date, venue and resource requirements. Candidates are provided with assessment criteria. Candidates are encouraged to discuss any issues of concern. Candidates are provided with contact numbers or written instructions to check and confirm any details of assessment. Candidates are provided with any training support and resource allocation that will assist their preparation for assessment. Candidates are provided with a copy or verbal explanation of the Assessment Appeals Procedure. Candidates are able to reschedule assessment if required.

On Assessment Day:

Candidates are welcomed to the assessment venue. Candidates are provided with an explanation of competencies to be assessed. Candidates are provided with an explanation of proposed order of activities and assessor expectations. Candidates are invited to ask any questions or raise issues about the assessment prior to commencement. Candidates indicate they are ready for assessment to commence.



During Assessment:

Candidates are encouraged with attentive body language. Assessor concentrates on all components of assessment. Assessor acknowledges all criteria according to the checklist and makes written comments as required. Candidates are encouraged during assessment with verbal feedback and reassurance as required. Candidates are given time to complete tasks within specifications of competency standards. Candidates are able to halt proceedings at any time and request reassessment at a later date. Candidates are treated with patience and respect.

After Assessment:

Candidates are encouraged to self assess or evaluate their performance. Candidates are provided with constructive feedback on assessment performance. Positive performance is rewarded with constructive positive feedback. Performance gaps are acknowledged using a “Feedback Sandwich”. Assessment decision is made in a timely manner so that candidate is informed of their assessment status, Competent (C) or Not Yet Competent (NYC). Candidates are provided with encouragement and advice if deemed NYC. The opinion of another assessor is sought on candidate request. Candidates are asked for feedback of assessor performance. Candidates are offered another assessor for reassessment. Candidate confidentiality is maintained. Recording of assessment results is undertaken in a timely manner.

Activity:

Develop an assessment “to do” checklist using the above as a guide to ensure that you plan and deliver all the briefing information required to all candidates.



Making the Assessment Decision (Judgment)

After the candidate has completed the planned assessment activities it is time for the assessor to make the assessment decision. The assessor needs to judge whether or not the candidate is competent in the unit being assessed. Detailed planning of the assessment procedure that considers:

• The Principles of Competency Based Assessment (Validity, Reliability, Flexibility and Fairness)

• The Five Dimensions of Competency • Systematic development of assessment tools based on the unit of competency being

assessed should ensure that the candidate has achieved competence when all activities are completed. Another assessor can be consulted if you have any doubts about the competence of the candidate. Sometimes a candidate is unable to successfully complete all components of the assessment. Alternative assessment methods (eg. verbal questions in place of written tests) are sometimes used to help the candidate achieve competency at the first attempt. Considering options that aid the candidate to achieve competence comply with the principles of flexibility and fairness. Candidates should be informed of the process to be followed if they are deemed not yet competent. Candidates may need to be reassessed for the entire assessment or only the component they could not successfully complete. The Rules of Evidence provide a framework for sound judgment of assessment evidence (valid, sufficient, current, authentic).



Processing a Competent (C) Result

A Competent (C) result is achieved when candidates have successfully completed all components of the assessment.

Candidates should be informed of a Competent result immediately following the assessment during the debrief stage. This ensures that the participatory nature of assessment is maintained.

The Competent result should be marked on the assessment tool and recording document in the designated space.

Candidates should sign the assessment document to verify the decision.

Assessors should also sign the document to verify the decision.

Candidates should be provided with verbal feedback about all aspects of the assessment.

Processing a Not Yet Competent (NYC) Result

A Not Yet Competent (NYC) result is achieved when candidates have not successfully completed all components of the assessment.

Assessors must provide feedback about the NYC status and ensure that:

• Candidates are treated with patience and respect; • Candidates are encouraged to evaluate their own performance; • Candidates are provided with constructive feedback on assessment performance; • Candidates are provided with reassessment options; • Candidates are directed for further training as required; • NYC results are not communicated to anyone other than HR or appropriate

managers. There is a range of reasons for NYC results during assessment:

• Language, literacy and numeracy issues emerged that assessors were not aware of

prior to assessment; • Candidates were extremely nervous regardless of assessor encouragement and

support; • Assessment tools were inappropriate – unclear instructions, ambiguous, not related

to the job being assessed; • Candidates were not prepared for assessment; • Candidates were not given sufficient time or warning to prepare for assessment; • Candidates may have had personal issues that impacted on assessment

performance.



Activity:

• Why is the debrief stage of assessment crucial to candidates? • Which Principles of Assessment apply to the debrief stage?



Avoiding Common Assessment Errors

There are 5 common assessor errors. The following table outlines the common errors and recommends methods of avoiding them.

Common Assessor Errors Avoiding the Errors Failing to Observe – assessor loses concentration during assessment and does not see the candidate perform a component the task and assumes it has not been completed.

• Avoid group assessments where the assessor must watch and listen to more than two candidates concurrently

• Avoid assessing large numbers of candidates consecutively resulting in tiredness and lack of concentration

Failing to Record – assessor uses memory during assessment and records results following the assessment or after assessing a number of candidates.

• Avoid group assessments where the assessor must watch and listen to more than two candidates concurrently

• Avoid assessing large numbers of candidates consecutively resulting in tiredness and lack of concentration

• Document assessment as the tasks are completed by the candidate

• Document the responses to verbal questions immediately

Marking Down the Middle – assessor marks all candidates equally using past performance as the benchmark.

• Consider the assessment event as separate from past performance

• Assess the evidence provided at the time of assessment

The Halo Effect – assessor leniency on a person they like or know well. The opposite occurs when assessor is stricter with a person they like or know well so they are not judged to be favouring the person.

• Assess only using the criteria stated in the assessment documentation

• Document the event in detail • Refer the candidate to another

assessor if a potential conflict of interest exists

The Horn Effect – assessor judges a person harshly (raises the standard) as they do not get along or have heard negative reports about the candidate. The opposite occurs when assessor is lenient on the person so they are not judged to be using past experience as a criteria for assessment.

• Assess only using the criteria stated in the assessment documentation

• Document the event in detail • Refer the candidate to another

assessor if a potential conflict of interest exists.

(Frances Clarke-Wilson, 2002).



Assessment Appeals Procedures

Candidates are entitled to dispute or appeal assessment decisions on the following grounds:

• They believe the assessor was biased; • They were not given sufficient time to prepare for assessment; • They believe the assessor compromised the standard being assessed; • Confidentiality of assessment results was breached.

In-house Appeals Procedures should be followed when a disputed assessment result issue is not resolved to the satisfaction of the candidate.



Recording the Assessment

Assessment tools must be completed at the time of the assessment as they provide evidence of candidate competence. Failing to record at the time of assessment can lead to assessor error or omission.

Candidates should be given a copy of the completed documentation following the assessment. Assessment documentation and results should be processed and reported to the relevant people. Usually the candidate, supervisors, managers and the human resource department are informed of assessment results. Candidate confidentiality needs to be considered at every step of the assessment process so that assessment information is only available to relevant personnel.



This unit covers the Review of a Competency Based Assessment

Learning Outcomes:

Seek assessment feedback from the candidate Self reflect on assessment Seek assessment feedback from your observer and other stakeholders Complete a report that outlines modifications to the assessment procedure, tools and processes based on the assessment event and feedback received



Reviewing Assessment

Organisations constantly review and evaluate assessment processes to ensure continuous improvement. Assessors have the responsibility of reviewing procedures and processes and modifying assessment documentation. Assessors should always review assessment on a regular basis to ensure they are complying with the Principles of Competency Based Assessment (Valid, Reliable, Flexible and Fair). Continuous review of assessment ensures that the system remains dynamic and to ensure that methods meet the needs of individuals and organisations. Reviewing assessments enables changes to documentation as required to enhance professionalism. Review may identify minor modifications to grammar and expression to ensure that the questions are clear to all candidates. If there has been an appeal against an assessment process or decision a review will enable discussion of issues with colleagues. Reviewing assessments promotes quality assessments through continuous improvement. Discussion and review of assessments with other assessors provides the opportunity for analysis and validation. Review of assessment can also identify problems with the assessment system or organisational procedures. Assessors can provide feedback to management that can enhance the quality assurance process.



Assessment Review Methods

There are four (4) common methods used to review assessments.

1. Candidate Feedback Candidates can offer feedback on:

• Assessment instructions • Assessment methods used • Assessment tools (language, grammar, clarity) • Assessor interpersonal skills

Candidate evaluation sheets can be provided to collect formal candidate feedback. Assessment evaluation information can be included on the Training Evaluation / feedback survey.

2. Feedback from Supervisors or Other Assessors Assessors can discuss assessment processes and methods with a supervisor or other assessors. They can offer advice on all components of assessment based on their experience.

3. Self Reflection on Assessment Assessors should reflect on the assessment event to identify areas that could be improved or changed. You should consider:

• What worked and why? • What didn’t work and why? • What will I do differently next time?

4a. Moderation Sessions - Validation Moderation is a process where assessors compare and evaluate their assessment methods and procedures to maintain quality standards. A focus group of assessors can:

• Identify whether they are all using the same criteria to assess the same units of competency

• Evaluate assessment methods and tools • Discuss issues relating to management or difficult candidates • Suggest methods of improvement • Determine that the assessment task reflect actual workplace conditions • Determine that the whole unit of competency is covered in the assessment documents • Discuss practical assessment implementation issues



4b. Moderation - Verification of the Assessment Decisions Evidence of candidate competence should be verified by other assessors to ensure that assessment decisions are consistent. Assessors verifying evidence of assessment decisions made by other assessors should consider:

• That the evidence is valid – that it relates to the competency being assessed. • That more enough evidence is collected – it is important to collect a range of evidence

to ensure that the candidate can perform the task under a range of conditions. • That the evidence is authentic – check that any work submitted is completed by the

candidate. • That the assessment reflects workplace practices – to ensure that the assessment

covers the relevant workplace activity.



Review Assessment Template

Instructions for use: This template can be used to guide the review of an assessment process and tools. Discuss the assessment you are reviewing with the members of the group (or a group of colleagues) and make any modifications required.

1. How does the assessment mirror the standard being assessed? Are all components of the standard covered in the assessment tasks?

2. How does the assessment comply with the Principles of Competency Based Assessment?

Validity Reliability Flexibility Fairness 3. List the components of the assessment under each of the Dimensions of

Competence to ensure that all are covered within the assessment:

Task Skills Task Management Skills Contingency Management Skills Workplace Environment Skills



4. How will the evidence gathered comply with the Rules of Evidence (after

assessment)?

Validity Sufficiency Currency Authenticity 5. What parts of the assessment would you change to ensure that it complies with

the above AND to ensure that it is more:

User friendly? Includes only clear and non ambiguous instructions and questions? Cost effective? Other? 6. Make modifications to your assessment based on the review findings. Document the review process and explain the rationale for all modifications.


131 . . . Frances Clarke-Wilson for Wizard Computer Training, Version 1 September 2003

A Code of Practice for Workplace Assessors

The following Code of Practice for Assessors is included in the Training Package for Assessment and Workplace Training. Many workplace assessors adopt this ethical code for their assessment activities. Under this code:

• The differing needs of persons being assessed, needs of the organisation and industry are identified and handled with sensitivity.

• Potential forms of conflict of interest in the assessment process are identified with appropriate referrals made if necessary.

• All forms of harassment are avoided throughout the planning, conduct, review and reporting of assessment outcomes.

• The rights of candidates are protected during and after the assessment.

• Personal or interpersonal factors that are not relevant to the assessment of competency must not influence assessment outcomes.

• The candidate must be informed of the process and right of appeal.

• Evidence that is gathered during the assessment is verified for validity, sufficiency, currency and authenticity.

• Assessment decisions are based on available evidence that can be produced and verified by another assessor.

• Assessments are conducted within the boundaries of the assessment system policies and procedures.

• Formal agreement is obtained from both the candidate and assessor that the assessment was carried out in accordance with agreed procedures.

• Assessment tools, systems and procedures are consistent with equal opportunity legislation.

• The candidate is informed of all assessment reporting processes prior to the assessment.

• The candidate is informed of all know potential consequences of decisions arising from the assessment, prior to the assessment.

• Confidentiality of assessment result is maintained.

• Results are only released with the written permission of the candidate.

• The assessment results are used only for purposes explained to the candidate.

• Self assessment is periodically undertaken to ensure current competencies against the Assessment and Workplace Trainer Competency Standards.



• Professional development opportunities are identified and sought.

• Opportunities for networking among assessors are created and maintained.

• Opportunities are created for technical assistance in the planning, conducting and reviewing of assessment procedures and outcomes.

(from the Training Package for Assessment and Workplace Training, BSZ98)



BSZ408A - Review Training

This unit covers the review and evaluation of training in an institutional or workplace setting. Learning Outcomes:

• Collate and maintain training and assessment records to monitor attendance, attrition and re-attendance rates

• Seek feedback from trainees about training experiences (reaction sheet) • Report feedback to stakeholders • Modify training to ensure that it meets requirements of the workplace and trainees



Maintenance of Training and Assessment Records

All organisations, institutions and enterprises maintain training and assessment records for their personnel and trainees. Training and assessment records are developed and maintained for a range of reasons including:

• Compliance with legislative and regulatory requirements • Tracking of career progression • Ensuring that all employees and trainees are provided with the skills, knowledge and

attitudes required to successfully complete their job roles safely • Collection of evidence and documentation required to issue formal qualifications, licences

and accreditations • Compliance with ISO 9000 / 9002 specifications • Others?

RTO’s (Registered Training Organisations) must maintain detailed records of training and assessment to comply with the QA (quality assurance) requirements of their Scope of Registration granted by the state body responsible for the management and regulation of ANTA (Australian National Training Authority) policies and guidelines. Records required by RTO’s include:

• Trainee enrolments • Training attendance records • Copies of appeals or grievances • Samples of completed trainee assessments • Assessment completion records • Confirmation of unit or qualification attainment

RTO training and assessment records ensure that qualifications and statements of attainment are issued ONLY when a trainee has provided evidence of competence for each unit within the qualification or accreditation.



Training and Assessment Records and Review

Training and assessment records are included in the review of training as they can provide a range of useful information about the success and relevance of training programs. Training and assessment records can provide information about: The number of trainees that have attended training courses or programs Attrition (drop out) rates within programs and sessions The number of trainees that have completed the assessment requirements of training program (if applicable) The number of trainees that re-attend training programs or sessions in order to complete the assessment requirements This information can be combined with other training review (evaluation) methods to determine the success of programs or sessions and / or potential modifications to programs or sessions to enhance relevance and effectiveness. Activity:

The following table will help you consider how the issues identified above can provide training review information.

Issue What can this information reveal?

The number of trainees that have attended training course or program

Attrition (drop out) rates within programs and sessions

The number of trainees that have completed the assessment requirements of a training program (if applicable)

The number of trainees that re-attend training programs or sessions in order to complete the assessment requirements



The Potential Benefits of Evaluating Training

Evaluating training programs and sessions has a range of potential benefits for all stakeholders in the training process. Potential benefits include:

• Continuous improvement to training processes • Ensuring currency of training content and methods • Validation of trainer skills • Maintenance of professional standards • Provision of a measurable link between training, assessment and productivity • Provision of relevance and transferable training • Increased enrolments in courses and programs due to the dissemination of positive

experiences by trainees • Compliance with legislative and regulatory requirements

Activity:

Use the following table to identify the stakeholders in your training context and the potential benefits to each that can be achieved by evaluating training programs and sessions.

Stakeholder Benefits



What Needs to be Evaluated?

Training evaluation can include all or some issues associated with a training program or session. The range of issues depends on the organisation and context. Issues to be evaluated include:

• The program content • The training materials (manuals, handouts) • The learning resources (overheads, posters, slideshows) • Training methods (lecture, demonstration, brainstorm, group discussion etc) • Interpersonal skills of the trainer • Administrative support (enrolment, notification etc) • Success of promotional activities • Knowledge, skill and attitude of the trainer • Training facilities • Relevance and scope of assessment tasks • Number of trainees successfully completing assessments • Suggested improvements • General comments

Activity:

Consider who would provide the feedback / information about each of these issues (stakeholders). How would you gather the feedback? What would you do with the feedback?



Evaluation Methods

A range of methods is used to gather evaluation information. The methods include:

• Interviews • Questionnaires (surveys) • Observation of training sessions and workplace performance • Analysis of organisational data (assessment completions, performance records, log

books, maintenance records) Activity:

Which evaluation methods have you experienced? Why do you think they were used? What was being measured? What was done with the information gathered?



The Kirkpatrick Evaluation Model

The following page contains an outline of an Evaluation Model developed by Donald Kirkpatrick (Kirkpatrick, D.L., Evaluating Training Programs, the four levels, 1996, Berrett-Koehler, San Francisco).

The Four Level model can be used to evaluate long and short term training effectiveness and relevance. Most organisations concentrate on the first two levels identified by Kirkpatrick, Reaction and Learning. Activity:

Surveys are the most common tool used to collect level 1 (Reaction) data. A range of sample questionnaires will be provided for your perusal. Consider the positive and negative aspects of the sample questionnaires and use them to guide your development of a draft questionnaire for your training and assessment context. How will you enhance the evaluation process to complete a level 2 Kirkpatrick?



The 4 Levels of the Kirkpatrick Evaluation Model

Level What? How?

One Reaction

How do candidates feel about the training? How does the trainer feel about the training?

• Evaluation Sheets

• Trainer Self Reflection

• Verbal feedback from trainees

Two Learning

Were the learning outcomes achieved?

• Assessment results

• Follow up interviews Three Behaviour

Has the learning transferred into the workplace?

• Observation

• Interviews

• Performance tracking Four Results

Has the learning improved organisational outcomes?

• Improved morale

• Culture shift

• Improved productivity

• Increased profits (D. Kirkpatrick, 1996).



Qualitative and Quantitative Data

Data collected for any purpose can be classified into the categories of qualitative and quantitative.

Qualitative data = information about the quality of and perceived usefulness of a product or service. It can be considered as the human element of data.

Quantitative data = information that can be measured against a scale or criteria to provide figures, percentages, averages and other empirical data. Activity:

Is the data you have planned to collect qualitative, quantitative or a combination of both? Have you enough of each type to meet the needs of evaluation stakeholders?



Evaluation Criteria

This Evaluation Criteria is used to ensure that the data gathered during a program or session evaluation is relevant and useful to the trainer, organisation and stakeholders. The criteria can be used to review and modify training review and evaluation processes. Following the evaluation criteria helps to maintain the integrity and relevance of evaluation data and outcomes.

Evaluation Criteria Explanation Validity Does the evaluation tool measure what it was

designed to measure? Validity can be promoted by:

• Encouraging honest responses through anonymous surveys

• Removing personal bias from the questions

• Giving enough time for trainees to respond in detail

Reliability Does the evaluation tool gather consistent data? A trial of the tool among a small group will help refine and enhance reliability as it will identify potential inconsistencies in interpretation and use.

Clarity All instructions to trainees must be clear and free of ambiguity. A trial would ensure that areas of potential confusion and misunderstanding are removed prior to use.

Brevity Keep the number of questions to a manageable level to encourage completion of the surveys. Extremely long and repetitive surveys will annoy trainees.

Economy Surveys can be economically applied by: • Keeping them brief • Developing a tool that is easy to

score and analyse

Activity:

Evaluate your proposed evaluation processes against the Evaluation Criteria to ensure that you are gathering relevant and useful information.



Collecting the Evaluation Data

Evaluation data should be collected in a timely manner to promote relevance and usefulness of outcomes. It is also important to consider how your interpersonal skills will encourage stakeholders to provide the information required to complete the evaluation. Activity:

Consider your training and assessment context. Develop a timeline for training delivery, assessment, evaluation data gathering, collation, analysis and reporting. Justify your timeline.



Collate and Analyse Data

A completed pile of evaluation surveys or interview transcripts do not complete the evaluation. The information should be collated and analysed for reporting to the relevant stakeholders.

It is crucial that trainers collate and analyse data to promote the contribution of training to the organisation. Trainers should never assume that the links have been made by other stakeholders if they don’t actively promote their training activities and assessment outcomes.

Before you analyse your data consider:

• Reviewing the raw data for accuracy and relevance • Using all data – do not eliminate negative responses and feedback • The confidentiality of individuals • Simplicity for all stakeholders

Activity:

Consider how you will collate your data. How will analyse the data? What information do stakeholders need in the reporting process?



Evaluation Reports

Evaluation reports give trainers and training departments the opportunity to promote and disseminate information about training and assessment outcomes to stakeholders.

Evaluation reports should be targeted to specific audiences. Consider what each identified stakeholder would want to know about the training outcomes.

An evaluation report is a professional document. It should be:

• Written in the 3rd person • Delivered in a timely and sensitive manner • Unbiased and non emotional • Focused on the issues not the people – the evaluation is focusing on improvement rather

than laying blame for past shortfalls

Evaluation reports can include the following headings: Abstract – an overview of the report that includes: Background to the report Brief description of some of the findings Brief outline of recommendations based on report findings

Introduction Leads the reader into the full body of the report.

Objective A clear description of the purpose of the evaluation.

Methods Information about data gathering methods and analysis techniques.

Results Details of the findings are provided in written, graphic, diagrammatic or table form.

Conclusions Groups the findings into patterns and trends.



Recommendations Suggests future action based on the findings. Implementation Plan Strategies and timelines for implementing accepted recommendations. Appendices Samples of raw data Sample blank survey form / interview questions Copies of interview transcripts Training and assessment records. Evaluation Reports provide another avenue for the promotion of the training department and programs.



Assessment Task

To achieve competence in Certificate IV in Assessment and Workplace Training you will:

• Submit an Assessment Portfolio that covers all components of Certificate IV as outlined in your assessment task document;

• Include all products produced and processes used and developed in your portfolio development;

• Source at least 1 Unit of Competency (or other source document) from an industry Training Package to use as the basis for program and assessment development.

• Supply evidence of RPL as required. Extra information and instructions will be provided during the program as required. Candidate Name: Organisation: Date of Submission:

Units Completed: BSZ401A – Plan Assessment BSZ402A – Conduct Assessment BSZ403A – Review Assessment BSZ404A – Train Small Groups BSZ405A – Plan and Promote a Training Program BSZ406A – Plan a Series of Training Sessions BSZ407A – Deliver Training Sessions BSZ408A – Review Training

Assessor Comments:

Assessor Name: Assessor Signature: Date:

certificate iv in assessment and workplace training (bsz40198)

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