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COAG Skills Express Construction Industry Partnership

(SCIP)RPL and Gap Training Model

Date: 11 October 2007

Version: Draft 3.0

Author: Costa CanoquenaProject Officer

Document Owner: Maria Trevaskis Project Executive

Application: (SCIP) Model

Client: Construction Industry

Model v Draft 3.0Saved on 12-Oct-07 of 20

Documentation and ApprovalsDocument Location

The master soft copy of this document is held in the following location:

\\Kif2\WS-EduPlan\X:TRIM\RECOGNITION\Projects\COAG\Model

Revision History

Revision Date

Version No Summary of Changes Made Author

28/9/07 1.0 Initial Version C. Canoquena

05/10/07 2.0 Updated with Executive, Maria Trevaskis C.Canoquena

11/10/07 3.0 Updated from control group meeting C.Canoquena

Approvals

Name Signature TitleDate Of Issue Version

Maria Trevaskis Executive 11/10/07 Draft 3.0

Arlene Gofers Senior Supplier 11/10/07 Draft 3.0

Douglas Greening Senior User 11/10/07 Draft 3.0

Approval documents are located in the Management section of the project file.

DistributionThis document has been distributed to:

Organisation & Title Date of Issue Copies

Maria Trevaskis – TAFE 11/10/07 One

Arlene Gofers – TAFE 11/10/07 One

Douglas Greening – CITAB 11/10/07 One


CONTENTS

1 PREAMBLE 42 INTRODUCTION 43 THE CONSTRUCTION INDUSTRY IN AUSTRALIA 64 TRIAL OF THE SKILLS EXPRESS CONSTRUCTION MODEL 85 PROPOSAL FOR PROFESSIONAL DEVELOPMENT FRAMEWORK FOR ASSESSORS IN THE CONSTRUCTION INDUSTRY 8 6 NEED FOR A NEW MODEL 97 DESCRIPTION OF THE Model 11 8 ATTACHMENT – SKILLS EXPRESS CONSTRUCTION MODEL 19


1 PreambleThe development of a model for the provision of RPL and gap training in the construction industry in NSW has been initiated by the Council of Australian Governments’ (COAG) 2006 decision to address the declining update of Recognition of Prior Learning (RPL) in Australia.

At its 10 February 2006 meeting in Canberra, COAG established an action plan which aimed to:

achieve maximum flexibility in training for employers and individuals

This initiative had the following key outcome:

to establish a joint 3-Commonwealth/State and Territory program, which would support delivery and good practice of recognition of prior learning (RPL)

As part of such initiative, the COAG Skills-Express Construction Industry Partnership Project (SCIP Project) began its operations in early 2007. This project is currently managed by TAFE NSW Western Sydney Institute.

Its core objective is to create a sustainable and efficient model for delivering recognition and gap training to provide workers in Construction with improved employment opportunities.

The project mandate includes that the project involves the following:

Industry Partners and a Reference Group An identified Plan & Optimum RPL Approach Development of Validation/Assessment Tools An RPL Pilot with Employees/Students Provision of Gap Training and Support Services PD Support to Assessors/Others Involved An Improvement/Feedback/Review Process, and, A Final Project Summary Report, identifying the model and possible further improvement

options/actions.

This document outlines a new RPL & Gap Training Model. The model will be referred to as the Skills Express Construction Model and will be tested and trialed through the SCIP Project.

The Skills Express Construction Model builds upon existing recognition and gap training models which have been reviewed as part of this project. It will expand on the current theoretical concepts and streamline the delivery of both RPL and Gap Training. The model will remain in draft form and will be continually improved during the life of the project.

2 Introduction2.1 Purpose The objectives of the Skills Express Construction model are to;

establish a sustainable RPL and gap training framework for delivery of qualifications in construction that can be replicated in the industry

streamline the provision of recognition and gap training for construction workers to enable efficient delivery by Registered Training Organizations in NSW as a commercial or Government funded training

test and trial the provision of customized, accessible gap training and mentoring assistance to workers wishing to have their skills recognized against the AQF competencies of the Building and Construction Industry Training Package and/or licensing, and,


meet the learning and assessment needs of a wide range of workers including those employed by major construction companies, contractors and self employed.

The occupational areas to be included in the model are Concreting, Steel Fixing, Dogging and Rigging in the construction industry.

The project will:

Intensively train assessors to meet the standards to deliver qualifications from the Australian Qualifications Framework – The Building and Construction Training Package

Provide 50 or more workers with on the job assessments and gap training Produce and publish a research report and project report Develop tools and other resources to be used in doing on the job assessment and gap

training in qualifications such as:

Certificate II in General Construction Certificate III in Rigging Certificate III in Dogging Certificate II and III in General Concreting Certificate II and III in Steel fixing

2.2 Target Audience The main stakeholders of the model are workers, employers, industry organizations and Registered Training Organizations (RTOs).

A profile of workers has been documented through industry reference group meetings and visits to large employers.

2.2.1 Workers would most likely respond to an individualized, customized learning program have reasonable experience in their respective fields are mature aged that is over 24 years, with many in the age group of 35 – 45 years are time-poor or time rich depending on the work flow of the industry at a particular time prefer dialogue - type evidence generating activities that are conducted on work sites may not necessarily be able to provide detailed historical evidence would not have participated in formal training since school would mostly be extrinsically motivated to participate in gaining qualifications are currently employed are working in a highly regulated industry which demands high levels of awareness and

positive attitudes would respond to the use of workplace language, not VET jargon prefer oral and aural learning strategies to text current workers would most likely not respond to learning facilitated using online

technologies

2.2.2 Employers – large building and construction companies and small contracting businessesEmployer’s interest in the RPL and gap training model is influenced by the potential of the model to provide for the following:

Flexible work teams - Access for a range of workers to gain recognized skills across a number of occupations,

A recognized standard of worker competence across the industry – through formal recognition of competence in the core competencies

Customized programs that suit the employers priorities for skilled workers as well as the workers priorities


Sustainability of the industry A high standard of product The potential for the model to assist employers document the skills of their workers, which

is a requirement of large companies’ compliance

2.2.3 Industry organizations such as Associations, government departments and regulatorsThe RPL and Gap Training Model may also benefit industry organizations by providing:

a standardized benchmark for discussion and negotiation of regulations, salary packages and quality assurance

quality assessors and mentors a strategy to address the skills shortage consistency of approach to RPL and Gap Training so that Training Packages are

maintained basis of developing a human resources strategy for maintaining availability of assessors

and their currency against the TAA04 competencies

2.2.4 RTOs The model should provide RTOs with:

a means of delivering the qualifications through Government funded programs cheaper forms of training than traditional forms of delivery quality materials for delivering RPL and gap training

2.3 Benefits of the new modelThe Skills Express Construction model has a number of other benefits. These include:

focus on the individual through support and mentoring reasonably speedy and hurdle free recognition and gap training individualized and needs based training holistic view of assessment use of proactive promotional activities to engage candidates and employees involvement of the employee’s context as a source of evidence emphasis on oral communication

3 The Construction Industry In Australia3.1 Employment With over 210,000 enterprises, the building and construction industry in Australia employs a total of 940 000 people.

Over 30% of its workforce is aged 45 and nearing retirement. To cope with the skills shortage, the construction industry is utilizing target migration.

More 55 year olds are staying put in the industry.

By most statistics, the industry employs a high percentage of skilled but non-qualified workers (in the formal sense). This figure has been estimated at 40%.


3.2 Qualifications in the Industry The provision of AQF qualifications to workers in the industry is new. This is because AQF qualifications have not been mandated and were not a requirement of the industry.

The skilled worker will exit the Skills Express Construction program as a qualified construction worker holding a nationally recognized qualification.

There are an estimated 156,000 labourers in construction in NSW in 2007. Many of these workers would hold the required licences for working on building sites.

However, these workers do not hold formal recognition against competencies in terms of National Training package Qualifications. For example, in 2001 there were 13,090 concreters who held no qualifications and only 2,520 who held Skilled Vocational qualifications (See present and Future Skills Needs in the Building and Construction Industry, 2001).

3.3 Industry Drivers There are now strong industry drivers to implement AQF qualifications in this sector and the construction industry is keen to support the Skills Express Construction Industry Partnership project.

The following drivers have been identified by industry representatives at two industry meetings held for the project in June and July 2007 attended by CFMEU, CPSIC, CITAB, MBA, TAFE NSW, Lend Lease, Multiplex, and John Holland’s.

Major companies are required to demonstrate that they have a skilled workforce to ensure that they can meet the requirements of building contracts and satisfy insurers that the work will be completed to the specification standards.

The CFMEU – construction union supports the implementation of qualifications, by both entry level training and recognition processes, as an improvement to the arrangements for pay scales that are no longer directly relevant to the more recent multi disciplinary occupational areas.

The industry as a whole supports the implementation of AQF qualifications as consistent across the industry.

Provision of AQF qualifications that are supported by State funds is a more equitable means of ensuring that all workers have access to training and recognition services. At present, most of the training has been in - house, generally provided outside the national Training Framework and funded by the large organisations and only provided for direct employees. This has meant the contractors and labourers have had limited access to training and services.

There are documented skill shortages generally across the construction sector. Presently, there are serious skill shortages in the areas of dogging and rigging. The TAFE NSW Western Sydney Institute’s partners have reported that companies in Queensland are currently training new migrants and visiting workers in these areas. One of the Industry Partners is recruiting riggers and doggers from the United Kingdom

Industry Partners have expressed commitment to the project as a way of having their existing workers qualified. For example, Lend Lease are currently training 10 assessors through TAA04 and have suggested that they will be available to provide assessments for contractors in the industry as employees of RTOs. These assessors have committed to being involved in the trial of the Skills Express Construction RPL and gap training model, tools and resources. A similar arrangement is being negotiated with the other Industry Partners.

The need for formal recognition of skills has been acknowledged by some states as well. Queensland and South Australia have introduced skills card which has been particularly well implemented in the construction sector.


The NSW Construction Industry Training Advisory Board has recently submitted a proposal to DET NSW for support to develop a skills card system in NSW that links to existing systems in other states.

The COAG SCIP Project Industry Reference Group, including TAFE NSW Western Sydney Institute, Blue Dog Training, Building Industry Skills Centre, MECAT, TN Constructions, Multiplex, CITAB, DET, Active Industry Training, Master Builders Association, Construction Skills Training Centre, City-Wide Training, Lend Lease, John Holland, and CFMEU, supported the development of a national skills card as an industry standard in construction. The benefits of the card include:

portability of worker’s skills providing consistency and quality outcomes in recognition of skills providing a central record of AQTF based training and skills development.

In addition, John Holland are already developing an enterprise specific card.

4. Trial of the Skills Express Construction Model The trial of the model will focus on 50 existing workers from the commercial construction industry, a proportion of whom will be selected and trained to become qualified assessors in this area.

The trial will benefit those workers who wish to gain first or additional, nationally recognised qualifications.

The trial will include 7 qualifications at both Certificates II and III.

The workers will be provided with on the job assessment and gap training as part of the trial.

The model will also trial and evaluate resources that can be used in the future as an industry wide strategy for documenting and recognising workers’ qualifications.

5. Proposal for developing a professional development framework for assessors in the construction industryThe Skills Express Construction model has a strong focus on professional development for construction workers. This model is based on the successful model proposed by Brian Spencer 2006 – Recognising Competency.

A staged plan is required to develop and strengthen assessor and trainer capability in the construction industry.

The plan involves establishing an assessor network to promote the significance of the role of RTO based assessment and providing assessors with a pathway for gaining formal recognition of their trade experiences and obtaining their TAA 04.

The assessor network will facilitate validation and discussions across RTOs offering services in the industry. CPD programs for assessors in the construction industry – to maintain industry and training currency and to continuously develop the training and assessments in the industry – will also be implemented. Links with existing networks including Construction Training Queensland will be maintained and new ones established.

Industry panels will be set up via the network to recruit and provide a facility for the documentation for formal recognition of competence for new assessors in their trade areas in partnership with RTOs.


Potential assessors will be recruited on the basis of their ability to train and assess, as well as their vocational competence. The investment in the assessment and training skills of these assessors is the basis of a successful model for the industry.

TAA 04 programs for new assessors are initially funded by DET NSW for approximately 50 assessors.

Where assessors present with a high level of existing skill, experience and knowledge the time and cost would be reduced by way of recognition processes.

The program will include intensive workshops, and on the job training and assessment, including mentoring and peer networking.

The initial 50 assessors will be a boost to the sector and start to build the capability within the sector to provide high quality training and assessment.

The development of these assessors needs to be planned alongside the further piloting of the new RPL and gap training model.

As part of the project, an additional 200 assessments and gap training places are required beyond the original 50 assessments.

The additional 200 assessments will be conducted by the TAA 04 newly trained assessors and RTOs with capacity across NSW in various size and regional areas.

6 Need For A New Model3.2 Review of existing modelsThere are a number of RPL models and tools/resources in use in delivery for construction workers in Australia. Some of the models which were evaluated as part of this project involved:

Blue Dog Training Model General Construction Implementation Training Package Kit Be Constructive Build Your Future On A Trade CPSISC – Resource Kit Queensland Government Skills First – RPL Process Skills First RPL Assessor Kits (Queensland Government) TRAMS – Bricklaying RPL and Gap Training – TAFE NSW – Western Sydney Institute RPL Model - Construction Skills Training Centre (Qld) Skills Pro – TAFE NSW Master Builders Association – RPL and Gap Training Model (Certificate IV in Building) COAG Skills Express – RPL for Overseas Plumbers RPL Resources Australia Government DEST RPL Resources VET Info DET WA RPL Resources Queensland TAFE Construction Training Queensland

Common features across all the models include:

up-front RPL, followed by gap training up-front RPL includes an interview (often on-site) and assessment (written mostly, but

some models use online tools) RPL generates individual training plan, which is self paced gap training is presented in workbook format and online tutorials (via e-mail and telephone) use of information sessions and tutorials to present training course contents online facilities to generate reports candidate support in completing documentation


a focus on the efficiency of providing RPL to reduce training costs candidates are provided with initial assessments to determine if they are able to complete

the RPL process a focus on the skills of the assessor/trainer as a means of ensuring quality.

Some models use visual representation (video and DVD) to support candidates including NESB candidates.

The project aims to improve on these existing models. The project also aims to not repeat the effort in developing templates and tools that simply capture competencies and elements for recording purposes.

6.2 Views in the VET Sector about the Need for Change

Queensland DET report 2003o client – friendly, less paper – based, wide ranging in terms of evidence

options, holistic, evidence verification based on observation, general questioning, third party, trainer – oriented rather than student – oriented

AQFAB report 2003o the need for more support (information strategies)

Roslyn Cameron 2004o not assessment oriented, not credit exchange oriented, learner-focused,

learning process – focused, situated in the spaces and situations the equity groups can identify with, focused on the wider objectives of lifelong learning

Andrea Bateman – Reframing Australia RPL forums 2006o recommends greater focus on what enables RPL rather than on its perilso the enabling factors include effective promotion of RPL, improved processes

for RPL, enhanced communication strategies, better support for applicants and more support for assessors

NCVER report 2003 o some barriers to the RPL uptake include awareness and perception,

complex processes, inadequate support, confusing languageo there is a need for a broader range of opportunities to provide evidence

verification, a holistic process for mapping learner evidence and adequate RPL information strategies

Brian Spencer - Reframing Australia RPL forums 2006 o not too proof – oriented, simple, cheap and popular

Cliff Trood & Janet Hewson - TAFE ICVET – “RPL – Policy to Practice 2007: o integral component of course delivery, return on time invested,

documentation o requirements, policies and processes

Graham Brophy – Quality Assurance Coordinator DET – “What you need to know about RPL” 2007

o benefits for the client – cost savings, time savings, increased earnings.

6.3 Advantages of the New Model over Other Models The proactive nature of the Skills Express Construction model sets it apart from other models.

Its primary goal will be to establish a context from which evidence can be generated. Model v Draft 3.0

Saved on 12-Oct-07 of 20

The strategic questioning at its initial stage will focus on the extent of work, workplace documents the candidate uses, witnesses to candidate’s work, samples of work produced by the candidate and where these can be best found and what value these may have to the competency mapping activities.

The supervision arrangements at work, the various trainings undertaken by the candidate and how these have been recorded amongst other contextual specific aspects of the experience and skills of the candidate will also be explored throughout the initial stages. This approach is a departure from existing models.

Most other models delay the assessment of the candidate’s workplace context until after they have provided detailed descriptions of work history and work activities.

The Skills Express Construction Model does not assume that the candidate can:

produce a CV or a detailed description of the work they have performed demonstrate that they have completed formal education and are in a position to produce

proof of it produce a job description or duty statement complete a self assessment form (not because of literacy issues but more due to low

awareness of relevance of experience to questions asked and inability to recall certain events in life unless skillfully prompted/probed)

Instead, this model works with the candidate to generate the necessary evidence.

In other words, the proposed model places greater onus of interviewing/record keeping and paper chasing on the assessor and the RTO, rather than the candidate.

4 Description of the Model 7.1 Model Philosophical Foundation The draft underlying principles for the Skills Express Construction Model are humanistic in orientation. These will be tested during the trial of the delivery of the model. Carl Rogers’ view of a person as a whole, with inherent capacity for growth is central to this model.

The actualizing tendency (motivation) is Professor Roger’s way of explaining our innate ability for individual growth. It is an enabling factor. All individuals have a tendency to move towards autonomy and fulfillment. This tendency is assisted by such conditions as empathy and unconditional positive regard from others.

Unconditional positive regard is best described as respect. In other words, if there is respect and empathy an individual will tend to grow. Respect and empathy are enabling factors.

The individual’s actualizing tendency will work optimally when regard for the self is present.

“Rogers believed that the actualizing tendency is the innate, constructive directional force that we all possess, and which will always guide us in the directions that are right for us, but are also always socially constructive” (Linley 2006; p.2)

Carl Roger’s work informs this model in a simple way. The Skills Express Construction model recognizes the need for mentoring and support for the mature aged worker. The model does this by focusing on social outcomes at its early stages.

The model draws also on John Holland’s work on workplace personalities.


John Holland identified 6 personality types at work – realistic (prefers technical, outdoor, athletic pursuits), investigative (prefers scientific, research and intellectual pursuits), artistic (prefers creative, imaginative and intuitive pursuits), social (prefers helping, developing others and interpersonal pursuits), enterprising (prefers leadership, influencing and persuasive pursuits) and conventional (data management, numerical and organizational pursuits).

John Holland argues that when there is a mismatch between the work environment and its employees, both productivity and morale are affected.

The Skills Express Construction model acknowledges the need for a match between its resources and strategies and its target audience. The model is further informed by Professor Holland’s work in that it does not assume that the construction workers are Conventional or Investigative.

The Skills Express Construction model provides support to the construction worker and does not assume that these have a ‘filing cabinet mind’ (Brian Spencer 2003).

Table 1.0 Three Personality TypesPERSONALITY TYPE TRAITS

Realistic Enjoy hands-on, manual activities, prefer to work with things rather than ideas, like being outdoors, prefer to learn by doing in a practical, task –oriented setting as opposed to spending extended periods of time in the classroom, concrete rather than abstract problem solving

Investigative Analytical, intellectual, enjoy research and solving highly abstract problems, place high valued on science and learning,

Conventional Enjoy maintaining and manipulating data, view themselves as orderly, possessing clerical skills, enjoy record keeping

Adapted from: John Holland in Avery & Baker 1990 ‘Psychology at Work’; Johns Hopkins University from http://hrnt.jhu.edu/cmp/RIASECtypes.cfm?SMSESSION=No;

7.2 Model Structure The structure of the model can be best summarized by the table below:

Table 2.0 Structure of the Skills Express Construction ModelMentoring, work based learning projects and the structure of the model can be best summarized by the table below:

There are 6 stages in the Skills Express Construction Model. These are:

Oral History Mapping Generating Validating Training Finalizing


STAGE

ACTIVITIES

STEPS

http://hrnt.jhu.edu/cmp/RIASECtypes.cfm?SMSESSION=No

The model is laid out horizontally, with a left to right orientation. On the left hand side, lies its initial stage – Oral History. Finalizing is at its far right hand side and it indicates the course – oriented exit point.

Each stage comprises a number of activities. The following activities are part of the Oral History stage:

1. promote & run information session (use of videos, flyers and brochures to promote/market the RPL and Gap Training opportunities)

2. have a conversation/assess (after careful planning and correspondence with the candidate, a conversation/assessment is held)

3. explore context (identification of sources of evidence such as opportunities to observe work, contact supervisors etc in consultation with the candidate)

The nature of the model is cyclical, non-linear. This is represented by the 3 circles placed between Oral History and Finalizing. Mapping, Generating and Validating are expected to involve consultation, verification, assessment, re-verification and re-assessment.

Gap Training is expected to begin at the point of the initial conversation, where specific tasks may be set for the candidate to complete. The candidate will receive guidance for the completion of these activities. Both formal and informal, on-the-job training will be conducted.

Formal training will be structured and followed up. Follow up conversations and observations will be conducted to establish the extent to which training has bridged the initial gaps. If further training is required, a structured program will be initiated. This may include in-house tutorials (preferably on – the – job) and a peer support.

Gap Training is expected to begin at the point of the initial conversation, where specific tasks may be set for the candidate to complete. The candidate will receive guidance for the completion of these activities. Both formal and informal, on-the-job training will be conducted.

Formal training will be structured and followed up. Follow up conversations and observations will be conducted to establish the extent to which training has bridged the initial gaps. If further training is required, a structured program will be initiated. This may include in-house tutorials (preferably on – the – job) and a peer support.

The model also identifies social outcomes. Running along the bottom of the model is a continuum from person-oriented outcomes to course based ones. It is expected that the model will help candidates gain and improve personal attributes such as positive attitude towards training, awareness of opportunities for informal learning both on and off the job and general confidence in their ability for self growth.

Continuous improvement will not be stage or activity specific. All activities will have key indicators of success. These indicators will enable the Skills Express team to make the necessary amendments (e.g. rectification of faults/failures, provision of further training, re-design of assessment and training etc).

Each activity is quality assured in the new model. This will be done through the use of a number of auditing tools such as surveys, checklists, moderation meetings and reporting, assessor’s comments, candidate’s signing off on feedback forms and success rate data.


7.3 Record keeping Each activity in the new model comprises the following:

Key indicators and Administrative requirements

The key indicators have briefly been described above.

The administrative requirements relate to minimum record keeping. In most cases one document will capture a number of activities. This is part of the holistic approach used in this model. For instance, the candidate’s kit will be used to conduct the initial assessment. It will also be used to establish the candidate’s awareness of the information about RPL.

The words record and document will be used in this document to mean one and the same.

The Skills Express Construction Model will use, amongst others, the documents listed under Appendix A.

Most of the documents listed in the Appendix A will be generated by the RTO. A number of records will be obtained from the candidate and third parties such as licenses, training records, third party reports, oral and written statements etc.

Apart from the records listed under Appendix A, surveys and evaluation forms will also be used as part of record keeping. These will have a dual purpose, namely to:

1. collect, analyze and act on relevant data for continuous improvement 2. compile timely reports as part of the project’s obligations

All relevant TAFE record keeping policies will apply to the Skills Express Construction Model.

7.3.1 Risks Associated with Records The Independent Commission Against Corruption (ICAC) identified a number of corruption risks associated with records in its 2006 report entitled: ‘Corruption Risks in Occupational Licensing and Strategies for Managing Them.

The Skills Express Construction Model will adopt most of the strategies suggested in the report to deal with risks associated with:

identification misrepresentations, false statements qualifications & licenses assessments

Amongst the various measures the model may implement include:

100 points system third parties’ checks change of assessment questions on a regular basis (assessors are encouraged to

generate candidate – tailored questions and conduct oral interviews) validation of assessment strategies to ensure that these are valid to the candidate

and are not a mere repetition of previous ones sighting originals and conducting checks on certified copies contract with issuing institutions and protocols for the verification of licenses random audit of documentation procedures to prevent improper changes to the data

7.4 Model Activities Model v Draft 3.0

Saved on 12-Oct-07 of 20

All the activities will be planned, monitored and evaluated. The table below shows specific information about the activities which are expected to be carried out throughout the implementation of the model.

Table 3.0 Skills Express Construction Model Activities

ACTIVITIES RELEVANT STEPS OUTCOMES/RECORDS

Promote/run information session

Webpage, placement of advertisements in relevant magazines, sites Presentation sessions

Informed candidates and employersExchange of contact detailsInitial Assessment form Survey form

Have a conversation/assess

Follow up contact (telephone or in - person)Planning of initial conversation/assessmentConversation with up-front assessment Comparing Candidate’s details with Units of Competency

Work history, Work Activity Description Employer Nomination Gap Training InformationRecord of AssessmentEnrolment Application Candidate’s Signed and Dated Feedback

Explore context

Identification of opportunity to observe, interview third parties, sight work sampleDetailing work tasks and responsibilities

Observation PlanThird Party Report details Work Activity Description Evidence ListCandidate, Third Party Declarations (True/Accurate Statements)

Map holistically

Use of competency standards Verification of evidence Mapping evidence against Elements, Performance Criteria, Evidence Guide, Range of Variables

Mapping Document – signed and dated Gap Training Plan Follow up Plan

Identify gap

List Elements or Performance Criteria or any other Competency Standards which are not matched Identifying methods to (a) gather further evidence and (b) establish gap training plan

Summary of Evidence Gap Training Plan Record of Assessment

Review evidence

Use the rules of evidence to thoroughly validate the evidence (this will be done right from the start)

Signed and Dated Notes on validation of evidence against the rules Validation Meeting Minutes Summary of Competency recommending Statements of Attainment or Certificate

Recommend Decision on the appropriate pathway for the candidate

Summary of Competency recommending Statements of Attainment or Certificate Gap Training Plans

ACTIVITIES RELEVANT STEPS OUTCOMES/RECORDS


Prepare de-briefing

Gathering all the relevant information about the evidence and the candidate Contacting the candidate (this should come as no surprise as the candidate must be kept informed at all times)Setting up an appointment

Summary of Evidence Minutes of Meetings (Validation) Signed and Dated Notes Assessment Records Summary of Competency

Create individual Training Plan

Discussions with the candidate on the best way to gather further evidence and preferred learning style as well as workplace conditions for learning Establishing details of the training – contents, resources, duration, venue, mode (on – the – job, formal and/or informal etc) and evaluation

Individual Training Plan Supervision/Monitoring/Support arrangements

Support completion

Telephone calls, visits to the sitee-mails (depending on the candidate’s ability to access and use technology)

Signed and Dated Notes of Support Provided

Explore further options

Dialogue with candidate about type, duration and venue for gap training, further evidence gathering activity, pathways, assistance services available inside and outside the company

Signed and Dated Notes about the Options Discussed and the Ones Agreed On

Candidate’s Signed and Dated Feedback

De-brief

Summarizing the entire process with the candidate Pointing out candidate’s strengths and areas for improvementNotifying candidate of final pathway

Assessment reportRecommendations

Moderate

Discussions about the entire process to continuously improve it Review of survey results and candidate’s feedback

Moderation meeting minutes


APPENDIX

A. Specific Details about the Stages and Activities

Oral History

Activities - promote/run information session - have a conversation/assess - explore context

Key Indicators

1. planned placement of flyers, brochure at key sites2. positive feedback on clearness and useful of information sessions3. accuracy & thoroughness of information generated from interviews4. usefulness of information generated5. recorded candidate’s needs, ambitions, motivation 6. identification of social outcome potential7. comprehensive description of candidate’s work context

Administrative Requirements

a) flyers, brochures b) employer’s information pack c) communication with printing companiesd) contact lists for employers/printing companiese) interview forms f) record keeping policy & proceduresg) evidence generating plan (form)h) information session feedback formi) self assessment form

h) employer nomination form

MAPPING

Activities - map holistically - identify gap

Key indicators

1. full use of the details obtained in the interview to establish achievement of competency

2. reasonably detailed identification of gaps3. evidence gathering strategy identified


a) mapping forms with elements, performance criteria, underpinning knowledge

b) summary of evidence

GENERATING

Activities

- visit/observe (demonstration, observation) - correspond - identify gap - recommend

Key Indicators

1. visit plans2. documented contact3. procedural compliance4. thorough documentation5. legal compliance (privacy)6. completed declarations and authority forms


a) consent formsb) interview formsc) third party report templatesd) record of video evidencee) register of evidencef) reference forms


VALIDATING

Activities

- review (rules of evidence) - identify gap - recommend - prepare de-briefing

Key Indicators

1. documented review2. record of outcome3. evidence generating plan4. de-briefing plan5. notification arrangements


a) mapping documentsb) de-briefing kit

TRAINING

Activities

- Create Individual Training Plan - support completion - map holistically - recommend

Key Indicators

1. thorough Training Plan with specific tasks and time frames 2. constructive candidate’s feedback3. candidate involvement recorded 5. support provided documented 4. clear recommendation (pathway)


a) training information briefb) individual training plan

FINALISING

Activities - explore further options - de-brief - moderate activities

Key Indicators

1. constructive candidate’s feedback2. documented moderation3. outcome of moderation


a) vocational/training information briefb) feedback sheets (candidate’s & assessor’s)c) moderation templates

More details of the activities listed above can be found in the Skills Express Construction Assessor’s Guide.

TAA04 training is required to undertake the activities in the Skills Express Construction Model.


APPENDIX

B. Detailed Steps of the Skills Express Construction model for Assessors and RTOs



GENERATING

VALIDATING

Skills Express Construction Skills Express Construction

MAPPING VALIDATING

GENERATING

ORAL HISTORY FINALISING

SELF DISCOVERY COMMITMENTQUALIFIED WORKER

TRAINING Yes

No

Skills Express Construction Model – Streamlined Version for Candidates and Assessors.

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