Trainer/Assessor Booklet

Transcription

1 Oceania Polytechnic Trainer/Assessor Booklet Version 1: 2013 Page 1 of 125

2 Contents Introduction 4 Archive of Records 5 Assessment: Development 6 Assessment Exemplars 8 Assessment: Marking Guides 9 Assessment: Materials 10 Assessment: Methods 11 Assessment: Moderation 13 Assessment: Plan and Conduct 14 Assessment: RPL 15 Assessment: Validation 16 Assessor Competencies 18 Assessor Currency 19 Assessor Induction 20 Assessor Performance 21 Certification Register 22 Communication 23 Completion Procedure 24 Credit Transfer 25 Employability Skills 26 Initial Training Session 27 Learning Management 28 Learner Needs: Reasonable Adjustment 29 Legislation 30 Monitor and Review 31 Notification of Holidays or Absences 32 Performance Review 33 Pre-training Review Obligations 34 Progression and Reporting 35 Version 1: 2013 Page 2 of 125

3 Recognised Prior Learning (RPL) 36 Records: Attendance 37 Records: Learner Records 38 Records: Training and Assessment 39 Recruitment and Induction 40 Resources 41 Retention: Assessment items 42 Retention: Training record 43 Role of the Trainer/Assessor 44 Student File Management 45 Testamurs 46 Trainer Competency 48 Trainer Currency 49 Trainer Facilities 50 Trainer Performance 51 Training and Assessment Consultation Procedures 52 Trainer/Assessor Requirements 53 Training Materials: Development 54 Training Materials: Purchased 55 Training Packages 56 Unit Plan/Session Plan 58 Workplace Training 59 Organisational Procedures 61 Appendices 62 Version 1: 2013 Page 3 of 125

4 Introduction Introduction Oceania Polytechnic is a Registered Training Organisation delivering nationally recognised, specialised industry training for people considering employment within the building design and decoration industry. Oceania Polytechnic is also registered to deliver courses to overseas students. At Oceania Polytechnic we are committed to offering students the opportunity to undertake a range of qualifications contained within this industry. Our trainers and assessors play a major role in upholding our standing and reputation and enabling us to provide a quality service to our clients, customers and course participants. We acknowledge the importance of adult learning principles in the delivery of effective training. We believe that all students should be encouraged to take responsibility for their own learning and to understand that as learners, they have an active role to play in their training/learning and assessment process. We endeavor to make our students feel as comfortable as possible whilst they are undertaking their training, so we keep our class sizes at a comfortable level to ensure an optimum learning environment is maintained. We ensure that all our students receive the in-depth learning and unlimited support they deserve. Any workplace training will ensure that the training is customised for that workplace. The purpose of this Trainer and Assessor Handbook is to introduce you to your responsibilities whilst employed at Oceania Polytechnic Scope of Registration Oceania Polytechnic is registered through the Australian Skills Quality Authority and has the following qualifications and courses on its scope of registration: LMF Certificate IV in Interior Decoration LMF Diploma of Interior Design and Decoration LMF Advanced Diploma of Interior Design 21953VIC - Advanced Diploma of Building Design (Architectural) 40357SA - Certificate IV in Residential Drafting In addition Oceania Polytechnic is registered to deliver the following to overseas students on CRICOS: 40357SA - Certificate IV in Residential Drafting Version 1: 2013 Page 4 of 125

5 Requirement Storage Learner records Training and assessment materials BUSINESS SYSTEM Archive of Records Manual & Policy Archive of Records The NVR registered training organisation manages records to ensure their accuracy and integrity. Archived files that are paper based will be stored in a secure, vermin proof location that can be accessed within 24 hours of requirement. Archived files that are electronic will be backed up and a copy will be kept off-site at a secure location that can be accessed within 24 hours of requirement. Learner records that are paper based will be archived annually and in accordance with the ASQA requirements or as required by any relevant government contract. Learning materials, training program documentation and assessment materials that have become superseded documents will be archived annually. This may be done electronically. Related procedures Retention of assessment results Archive of Records policy Revised: October 2013 Version: 1 Version 1: 2013 Page 5 of 125

6 Assessment: Development Manual & Policy Requirement (a) Requirements of the Training Package (b) Workplace standards Assessment tool: definition 1. Assessment tasks 2. Assessment conditions Assessment: Development Assessment including Recognition of Prior Learning (RPL): (a) meets the requirements of the relevant Training Package or VET accredited course (b) is conducted in accordance with the principles of assessment and the rules of evidence (c) meets workplace and, where relevant, regulatory requirements (d) is systematically validated. Assessment must meet: Packaging rules for relevant qualification Requirements of relevant unit of competency in the Training Package The unit of competency from the Training Package represents the standard of performance required in the workplace. Therefore, these components of a unit of competency must be taken into account when developing assessment instruments: Elements Performance criteria Range statement Essential knowledge Essential skills Critical aspects of evidence An assessment tool includes the following components: 1. Task the specific questions or activity administered to the candidate. 2. Conditions the information or instructions given to the candidate and the assessor about the context of the assessment and how the assessment is to be conducted. 3. Evidence outline - description of evidence to be gathered from the candidate and the criteria used to judge the quality of performance (i.e. the assessment decision making rules). 4. Administration - recording and reporting requirements. There may be more than one assessment tool needed to assess a unit of competency appropriately. Activities that the candidate is expected to undertake to demonstrate their competence must be set out in the instrument as tasks. A list of elements and performance criteria does not constitute an assessment instrument. These must be explained fully as part of the assessment tool so that the candidate knows what is expected of them. This is part of what makes an assessment fair. They must be clear, appropriate and reflect workplace practice. Instructions to accompany an assessment instrument may include information on: Timing of the assessment Length of the assessment Number of attempts available Resources available Safety requirements Criteria to be used to assess competence What the assessor will do Version 1: 2013 Page 6 of 125

7 3. Evidence outline 4. Administration Development procedure Initial validation: mapping Related procedures What the candidate can do if they are not happy with the result This is the benchmark criteria the assessor will use to judge the candidate's performance. It may be contained in one or more of these: Assessor guide Assessor report Marking guide Checklist This is usually set out in the Assessor guide and includes: How performance is to be recorded during the assessment How/when result is to be reported to administration How/where result is to be recorded Personnel who develop assessment strategies and tools must ensure they: 1. Read all sections of the unit of competency 2. Develop the assessment instrument 3. Compare instrument with mapping tool 4. Develop assessment procedures 5. Submit the completed assessment tool for validation 6. File the completed mapping tool The components of the unit of competency can be compared against the draft assessment instrument in a mapping exercise. Mapping the draft instrument to the unit of competency is a validation exercise as it proves that the instrument actually assesses the unit of competency appropriately. When an assessment tool has to be submitted for validation by a panel and/or audit, the completed mapping tool is useful documented evidence. See: Validating assessment Assessment methods Validating assessment Resources Appendix B - Assessment development checklist Appendix C - Assessment mapping tool template Appendix D - Assessor Guide template for unit Assessment: Development policy Revised: October 2013 Version: 1 Version 1: 2013 Page 7 of 125

8 Assessment Exemplars Manual & Policy Requirement Purpose Format Access to exemplars Assessment Exemplars Assessment including Recognition of Prior Learning (RPL): (a) meets the requirements of the relevant Training Package or VET accredited course (b) is conducted in accordance with the principles of assessment and the rules of evidence (c) meets workplace and, where relevant, regulatory requirements (d) is systematically validated. They are sometimes referred to as benchmarks because they provide a point of reference for judging quality of work. An assessor may refer to them to check that they are assessing to the expected standard. Exemplars are samples of marked work, which may have an accompanying commentary by the assessor. An exemplar shows an acceptable answer - it does not have to be the very best answer possible. It is good practice to keep exemplars for all written tasks, especially at the higher AQF levels. Exemplars must be readily accessible to assessors. Assessment Exemplars policy Revised: October 2013 Version: 1 Version 1: 2013 Page 8 of 125

9 Assessment: Marking guides Manual & Policy Requirement Purpose Description Format Retention Assessment: Marking guides Assessment including Recognition of Prior Learning (RPL): (a) meets the requirements of the relevant Training Package or VET accredited course (b) is conducted in accordance with the principles of assessment and the rules of evidence (c) meets workplace and, where relevant, regulatory requirements (d) is systematically validated Marking guides help ensure that the assessment process is valid, reliable and fair because: An assessor is looking for the same behaviours across candidates Different assessors are looking for the same behaviours A marking guide must exist for each assessment task. It is to be developed at the same time as the assessment task. A marking guide for an assessment task contains the decisionmaking rules or guidelines to be used by assessors when assessing the candidate. It sets out the behaviours or responses that the assessor must identify to ensure that the candidate can complete the task to a satisfactory standard. It is not a list of the performance criteria taken from the unit of competency. The format of a marking guide depends on the type of assessment task. 1. Written tasks such as short answers, report, project, and essay :The marking guide usually contains guidance for the assessor on acceptable responses. This may include items that must be mentioned and an indication of depth and/or required depth of response. 2. Knowledge test/multiple choice: The marking guide consists of the model (correct) answers. 3. Workplace task or demonstration of a practical skill: The marking guide is often incorporated into the Result Sheet/ Assessor Report. Marking guides can be included in an Assessor Guide for the unit. Related procedures Assessor Guide Appendix E - Marking guide examples Resources Assessment: Marking guides policy Revised: October 2013 Version: 1 Version 1: 2013 Page 9 of 125

10 Assessment: Materials Manual & Policy Requirement Assessment materials Version control Related procedures Assessment : Materials The NVR registered training organisation uses a systematic and continuous improvement approach to the management of operations. Assessment materials consist of: Assessment instruments including conditions/instructions Marking guides Exemplars Assessor guides Assessor reports One master copy of all assessment materials must be kept with the organisation's Quality documentation. Only the current version is to be available to personnel. Auditors may require to see the version of an assessment tool that was in use at a specific time. Therefore, examples of all past versions of assessment materials are to be archived in accordance with the document control procedure. Document control Retention of records Assessment: Materials policy Revised: October 2013 Version: 1 Version 1: 2013 Page 10 of 125

11 Assessment: Methods Manual & Policy Assessment: Methods Assessment including Recognition of Prior Learning (RPL): (a) meets the requirements of the relevant Training Package or VET accredited course (b) is conducted in accordance with the principles of assessment and the rules of evidence (c) meets workplace and, where relevant, regulatory requirements (d) is systematically validated Requirement Assessment methods: definitions Assessment methods are the particular techniques used to gather different types of evidence. The assessment method is the way a candidate is assessed - the way they provide evidence of competence. A standard set of terms is set out below and their use creates consistency and shared understanding. They are deliberately broad to allow maximum flexibility when it comes to developing assessment tools. They are used in these documents: Assessor guidelines Training and Assessment Strategy (TAS) Assessment validation report Trainer/Assessor observation sheet RTO Manager must ensure use of terms stays consistent and this is one of the items to be checked during monitoring of the Assessment system. These same definitions are listed on the TAS template. Demonstration Any practical display that happens off-the-job including role-play, simulation and performance of a skill. Knowledge test Multiple choice questions, short answer or essay, usually under supervised and/or timed conditions. May be written, oral or openbook. Interview Interviews may be conducted face-to-face, by telephone or web conference. Presentation Oral presentations may be made to an audience during a workshop or on video. Differs from demonstration as not actually demonstrating a skill. Project A series of tasks to be completed to produce a specific definable outcome. The outcome is known as the deliverable. Once the outcome has been delivered the project is finished. Report A report provides information about something that has happened. Usually done in the candidate s own time and submitted for assessment. A reflective journal is a type of report. Documents Version 1: 2013 Page 11 of 125

12 A candidate may be asked to present previously completed documents as evidence. A supervisor s verification is also a document. Work observation When the assessor observes the candidate doing their job to see that they are completing the tasks appropriately. May be videoed and presented as evidence. Assessment: Methods policy Revised: October 2013 Version: 1 Version 1: 2013 Page 12 of 125

13 Assessment: Moderation Manual & Policy Requirement Purpose of moderation Moderation meetings Process for moderating assessment Assessment: Moderation Assessment including Recognition of Prior Learning (RPL): (a) meets the requirements of the relevant Training Package or VET accredited course (b) is conducted in accordance with the principles of assessment and the rules of evidence (c) meets workplace and, where relevant, regulatory requirements (d) is systematically validated The purpose of moderation is to ensure comparability of assessment across assessors. Moderation is the process: confirmation of consistency (validation) is the result. Internal moderation ensures that assessors working across a number of sites or study areas/qualifications are applying consistent standards and making consistent judgements. External moderation refers to a similar process being conducted across an industry area or across a number of RTOs. Where more than one person conducts assessment in a qualification/unit of competency, then these assessors must meet together on a regular basis for the purpose of comparing assessment methods Method Moderation meetings can be convened face-to-face, online or teleconference. Timing Assessment moderation meetings for a qualification/course will occur at least once a year Moderation is for the assessment in a unit of competency. Several units of competency may be moderated at the same meeting. 1. Every assessor submits at least one example of work that they have marked as 'competent' and at least one example of work that they have marked as 'not yet competent'. 2. Participants discuss these examples against Unit of competency, marking guide and exemplars. 3. Any examples of assessment work that may be judged as a borderline case, or raise a particular question, are also discussed. 4. The participants recommend any changes or guidelines they think are necessary to strengthen the assessment instrument and/or moderation processes. 5. When process is complete the report is filed with the Quality documents for the parent qualification. It can be ed or faxed to RTO administration. Related processes: Marking guides & exemplars Resources Appendix F - Assessment Moderation Template Assessment: Moderation policy Revised: October 2013 Version: 1 Version 1: 2013 Page 13 of 125

14 Assessment: Plan and Conduct Manual & Policy Requirement Planning assessment Prior to the assessment Conducting the assessment After assessment Assessment: Plan and Conduct The NRV registered training organisation uses a systematic and continuous improvement approach to the management of operations. When planning for an assessment the assessor must ensure that: The assessment methods to be used are identical to those mentioned on the Training and Assessment Strategy (TAS) Assessment tools have been validated, or if not, meet the principles of assessment and rules of evidence Any personnel, such as supervisors or content experts, involved with the assessment are aware of their roles and responsibilities Facilities, equipment and materials needed are readily available Any reasonable adjustment or specialist support that is needed is in place - a Learner needs profile may also need to be completed. It is the assessor s responsibility to: Confirm that the candidate feels ready to undertake the assessment Agree a suitable time and safe place for the assessment Ensure the candidate is fully aware of what they have to do It is the assessor s responsibility to: Give any special instructions, if required, to the candidate Conduct the assessment in a professional and objective manner Consult any marking guide or exemplar/s that exist for the assessment It is the assessor s responsibility to: Give candidate feedback on their performance Complete assessment documentation Follow appeal procedures if candidate disagrees with result Follow administrative requirements for recording and filing results Appendix G - Assessment Plan Template Resources Assessment: Plan & Conduct policy Revised: October 2013 Version: 1 Version 1: 2013 Page 14 of 125

15 Assessment: RPL Manual & Policy Assessment: RPL Assessment including Recognition of Prior Learning (RPL): (a) meets the requirements of the relevant Training Package or VET accredited course (b) is conducted in accordance with the principles of assessment and the rules of evidence (c) meets workplace and, where relevant, regulatory requirements (d) is systematically validated. Requirement Procedure Related procedures Recognition of Prior Learning (RPL) is an assessment process that assesses an individual s non-formal and informal learning to determine the extent to which that individual has achieved the required competency outcomes. An RPL instrument must be developed for every unit where RPL is offered. It has all the same requirements as other types of assessment. It involves collecting evidence and making judgements on whether competence has been achieved. Evidence can be collected through: Examination of work samples Examination of relevant documents Professional conversations Observation and questioning Formal trade tests Challenge tests 1. Learners are made aware of RPL option through marketing and course information booklet 2. RPL application form provided to learner upon enquiry 3. Appointed assessor completes RPL process using the RPL assessment instrument for the appropriate unit 4. Learner is informed of outcome 5. Assessor report is filed with learner record RPL is not applicable when someone is wanting credit for a previously achieved course or competency. Read: Credit transfer Credit transfer Assessment: RPL policy Revised: October 2013 Version: 1 Version 1: 2013 Page 15 of 125

16 Assessment: Validation Manual & Policy Requirement Purpose of validation Systematic validation Initial validation Validation - industry Assessment: Validation Assessment including Recognition of Prior Learning (RPL): (a) meets the requirements of the relevant Training Package or VET accredited course (b) is conducted in accordance with the principles of assessment and the rules of evidence (c) meets workplace and, where relevant, regulatory requirements (d) is systematically validated Assessment tools (including RPL tools) for a unit of competency are validated to ensure they meet requirements, including checking: Assessment procedures are clear, appropriate and reflect workplace practice Assessment instruments meet the principles of assessment Assessment instruments meet the rules of evidence Marking guides exist to assist comparability of assessment Exemplars are realistic examples of acceptable levels of competence Assessment tools for a unit must be validated: 1. When first developed and before use (Initial validation) 2. As part of any review of the unit's learning and assessment materials Once an assessment strategy and associated assessment tools been developed, they must be validated before use, preferably by the person who created them working with someone who has not been closely involved in their development. This activity (often called mapping) will help ensure assessment instruments for a unit meet: (a) the requirements of the unit of competency and (b) the rules of evidence, especially validity and sufficiency. The completed Assessment mapping tool, if it is not in an Assessor Guide, must be filed with other training and assessment materials for this unit as it is evidence that will be needed at audit time. It should also be submitted with the assessment tool/s when they are being validated at any other time. Procedure for initial validation 1. Copy components from the unit of competency into the Assessment mapping tool. 2. Indicate exactly where in the new assessment instrument/s the candidate has the opportunity to demonstrate they know and/or can do these things. 3. Amend the assessment instrument if a component is not sufficiently addressed Assessment tools must be reviewed (a) as part of a training program review (b) if an issue is identified with an assessment tool. This is best done by a panel that includes at least one person with appropriate industry background. These items should be made available: Relevant Training & Assessment Strategy (TAS) Copy of the unit of competency All assessment tools for the unit Version 1: 2013 Page 16 of 125

17 Related processes Marking guides Copy of the Assessment validation template Process 1. Form panel with minimum of one assessor and one person with appropriate industry background. 2. Ensure all participants have a copy of documents listed above. 3. Discuss all headings on the Assessment validation sheet 4. Sign a completed copy of the report 5. File completed report with other Quality documents for that unit 6. Enter any significant changes to assessment into the Improvements register Developing assessment TAS: Monitoring and review Resources Appendix C - Assessment mapping tool template Appendix H - Assessment validation by industry template Appendix I - Assessment validation by VET professional template Assessment: Validation policy Revised: October 2013 Version: 1 Version 1: 2013 Page 17 of 125

18 Requirement Competency requirements Verification Assessors without assessor competence BUSINESS SYSTEM Assessor Competencies Manual & Policy Related procedures Assessor currency Assessor Competencies Training and assessment is delivered by trainers and assessors who a) have the necessary training and assessment competencies as determined by the National Quality Council or it's successors b) have the relevant vocational competencies at least to the level being delivered or assessed Assessors must: (i) hold the following three competencies from the TAE10 Training and Education Training Package: (a) TAEASS401B Plan assessment activities and processes (b) TAEASS402B Assess competence (c) TAEASS403B Participate in assessment validation or (ii) be able to demonstrate equivalent competencies to all three units of competency listed in (i). An assessor must provide RTO administration with certified copies of qualifications/statements of Attainment, and relevant licences, before they commence work. An assessor must complete a Vocational competence list for each qualification/unit they are assessing. Verified copies and vocational competence list will be filed with the person's resume in the Skills Register. If a person does not have the assessment competencies as defined in (i) or (ii) above and the relevant vocational competencies at least to the level being assessed, one person with all the assessment competencies listed in (i) or (ii) above and one or more persons who have the relevant vocational competencies at least to the level being assessed may work together to conduct the assessments. Resources Appendix J - HR Matrix by unit template Appendix K - HR Voc competence template NSSC Communique re qualifications Dec2011 Assessor Competencies policy Revised: October 2013 Version: 1 Version 1: 2013 Page 18 of 125

19 Requirement Purpose Process PD register Examples of PD activities BUSINESS SYSTEM Assessor Currency Manual & Policy Assessor Currency Training and assessment is delivered by trainers and assessors who c) can demonstrate current industry skills directly relevant to the training/assessment being undertaken. d) continue to develop their Vocational Education and Training (VET) knowledge and skills as well as their industry currency and trainer/assessor competence. Assessors have a professional responsibility to ensure that they maintain and improve their knowledge and skills in two areas: VET and their occupational area of expertise. PD priorities for the year are agreed with management this must cover both VET and occupational area of expertise. All PD activity is entered into personal PD register by trainer/assessor. Professional development record is reviewed as part of performance review. Personal PD register is to be kept current. Currency will be checked twice a year by RTO management. Attendance at seminars and workshops Attendance at networking events Attendance at conferences or exhibitions Participation in online events or programs Formal study or research Participation in mentoring program Participation in industry projects Participation in assessment validation Peer observation Subscriptions to industry journals Related procedures Assessor competence Resources Appendix L - Professional Development record template Appendix M - Professional Development request form Workplace Training policy Revised: October 2013 Version: 1 Version 1: 2013 Page 19 of 125

20 Assessor Induction Manual & Policy Assessor Induction The NVR registered training organisation uses a systematic and continuous improvement approach to the management of operations. Requirement In addition to the general inductions, new assessors must read the Assessor guide booklet before commencing assessment duties. It provides a general overview of assessment and some of the relevant processes. Appendix N - Assessor Induction book It is recommended that new assessors keep this booklet easily accessible in the first few weeks and use it for quick reference until they are familiar with the terms and processes. Resources Assessor Induction policy Revised: October 2013 Version: 1 Version 1: 2013 Page 20 of 125

21 Assessor Performance Manual & Policy Requirement Assessor observation Annual review Assessor Performance Training and assessment is delivered by trainers and assessors who c) can demonstrate current industry skills directly relevant to the training/assessment being undertaken. An assessor observation may be scheduled at any time by the RTO manager. It is a quality mechanism that may be used to ensure any, or all, of these: Assessment methods set out in the Training and Assessment Strategy (TAS) are the methods that are actually being used Assessment tools are suitable Assessor is assessing appropriately There will be an annual performance review, conducted according to the process set out under Performance review, that will: Review number of assessments conducted and their outcomes Consider results from any assessor observations Review involvement in processes such as moderation and validation activities Consider any complaints related to assessment conducted by the assessor Agree best areas for professional development over next year Resources Appendix O - Trainer Assessor observation template Assessor Performance policy Revised: October 2013 Version: 1 Version 1: 2013 Page 21 of 125

22 Certification Register Manual & Policy Requirement Purpose Certification Register The NVR registered training organisation must retain client records of attainment of units of competency and qualifications for a period of thirty years. The Certification register is the official record of all Statements of Attainment and qualifications (referred to as testamurs) issued to learners. Therefore, it is a quality control mechanism. It is held electronically and the information is used to re-issue the testamur should the learner ever require a copy at some time in the future. Register details Retention Related procedures Testamurs It is handed in to the government registering body in the event of closure of the RTO. This information must be listed in the register for each testamur: 1. First and last name 2. Some way of identifying student: ID or birth date and address 3. National code, title of qualification and units of competency achieved 4. Date of issue of testamur This record of learners' achievement must be kept for a period of 30 years. This is held electronically in VETtrak. Archive of Records policy Revised: October 2013 Version: 1 Version 1: 2013 Page 22 of 125

23 Communication Manual & Policy Online calendar Online noticeboard Requirement Purpose Consultation opportunities Terminology Related procedures Staff Communication The online calendar contains the annual schedule for events that are part of the quality management system. Personnel are expected to refer to the calendar so that they know what is scheduled in any one month. When significant changes are made to procedures or documents that are part of the quality management system, a notice informing personnel will be put on the online noticeboard. Notices about other matters relevant to the RTO may also be posted here. It is the individual's responsibility to check the noticeboard. Employer Communication Employers and other parties who contribute to each learner s training and assessment are engaged in the development, delivery and monitoring of training and assessment. The term employer refers to an organisation that engages the RTO directly to train and/or assess their staff, either on a fee-for-service basis or as apprentices or trainees. In this instance the organisation is the client and employer is taken to mean the person who has responsibility for supervising the contract. This person must be contacted at a minimum: When establishing the terms of engagement In the event of potential conflict between personnel On completion of the engagement period Workplace training Once the business arrangements are in place it is possible that different personnel will be responsible to supervising training. Employer clients are extremely valuable to the business as they understand operational processes and are an excellent source for advice and/or input into: Market research prior to introduction of new products/services Creation of Training and Assessment Strategies (TAS) Assessment validations Continuous improvement activities The term employer can also mean the organisation that recruits/employs someone who has participated in the training and assessment processes. In this instance, the learner is the client. It is only appropriate to contact this employer if the learner is comfortable with this. Workplace training Staff Communication policy Revised: October 2013 Version: 1 Version 1: 2013 Page 23 of 125

24 Completion Procedure Manual & Policy Requirement Purpose Procedure Registering body Related procedures Completion Procedure The NVR registered training organisation manages records to ensure their accuracy and integrity. Once a candidate has successfully completed nationally recognised training the certification (testamur) must be issued and sent to them within 21 days of completion. Assessor notifies administration that a candidate has successfully completed a unit or qualification. Then RTO administration will: check that all competencies have been marked as completed enter the completion data into the learner record issue Diploma or Certificate and statement of result, or Statement of Attainment record required details in the Certification register forward testamur to the learner If the registering body requires returns of client records of attainment of units of competency and qualifications on a regular basis then RTO administration will comply with the format and timeframe as part of the completion procedure. Testamurs Certification register Completion Procedure policy Revised: October 2013 Version: 1 Version 1: 2013 Page 24 of 125

25 Credit Transfer Manual & Policy Credit Transfer Oceania Polytechnic acknowledges applications for credit transfer on the basis of certificates or Units of Competence issued by other RTOs. Copies of transcripts indicating certificates or units completed are also included in student records and a signed copy of the original certificate or statement is to be collected by student administration or the Trainer/Assessor. Students are made aware of the Oceania Polytechnic Recognition of Prior Learning and Credit Transfer policy via their enrolment process and marketing materials; all students are advised of competency portability and credit transfer upon an enrolment. Training and Assessment Consultant policy Revised: October 2013 Version: 1 Version 1: 2013 Page 25 of 125

26 Employability Skills Manual & Policy Requirement Employability Skills Staff, facilities, equipment and training and assessment materials used by the NVR registered training organisation are consistent with the requirements of the Training Package or VET accredited course and the NVR registered training organisation s own training and assessment strategies and are developed through effective consultation with industry. Employability skills are part of the requirements of the Training Package. They are non-technical skills which play a significant part in contributing to an individual s effective and successful participation in the workplace. Definition Employability skill Communication Teamwork Problem-solving Initiative and enterprise Planning and organising Self-management Learning Technology Contributes to: productive and harmonious relations between employees and customers productive working relationships and outcomes productive outcomes innovative outcomes long-term and short-term strategic planning employee satisfaction and growth ongoing improvement/expansion in employee and company operations and outcomes effective execution of tasks Training delivery Unit/session plan Relevant procedures A unit has Employability skills embedded in it. It is the trainer's responsibility to ensure that a learner has the opportunity to develop these skills during training. Each qualification has an Employability Skills Summary that sets out how the skills apply to the job roles at that qualification level. The description must be included in the TAS, so trainers can look in the appropriate TAS to see the descriptions. Alternately, key the qualification code into this site to see the ES Summary. OR Obtain a copy of the ES summary from OPIE administration. The unit/session plan must indicate which Employability skills in the unit AND appropriate strategies must be used to allow the learners to develop those skills. TAS: Employability skills Unit plan Resources Employability Skills Framework diagram Employability skills for trainers and assessors booklet Employability skills strategies Employability Skills policy Revised: October 2013 Version: 1 Version 1: 2013 Page 26 of 125

27 Initial Training Session Manual & Policy Initial Training Session For classroom training on site it is imperative students are made to feel comfortable in their new learning environment. To ensure this occurs, the following must be actioned: Topics to cover with students: Fire and emergency procedures Location of toilets Code of Conduct in the Learning Environment Trainer contact details are provided for necessary communication Sound practice for all future training (expectations to be made clear in this first session) Completing of required paperwork (attendance records) Checking for accurate completion of all contact details Explanations and answers to any remaining questions Initial Training Session policy Revised: October 2013 Version: 1 Version 1: 2013 Page 27 of 125

28 Learning Management Manual & Policy Learning Management Strategies for training and assessment meet the requirements of the relevant Training Package or VET accredited course and have been developed through effective consultation with industry. Learning management technology can be: Learning management system Content management system Student management system Training management system Learning management technology is an organisational resource and must be maintained by personnel with the expertise to ensure that it remains functional. This may be an employee or a contractor. If there is a service agreement for the technology it must be filed with other contractual documents. Learning Management policy Revised: October 2013 Version: 1 Version 1: 2013 Page 28 of 125

29 Learner Needs: Reasonable Adjustment Manual & Policy Requirement Purpose Definition Procedure Learner Needs: Reasonable Adjustment Learners receive training, assessment and support services that meet their individual needs. Training and assessment services must reflect fair and reasonable opportunity for all regardless of race, colour, religion, gender or physical disability. Reasonable adjustment refers to measures or actions taken in order to provide a learner the same education and training opportunity as anyone else. For adjustments to be reasonable they need to be appropriate for the particular learner in a particular situation. Reasonable adjustment activities could include: Modifying or providing equipment Changing assessment procedures Including other training delivery modes Modifying premises There are examples of appropriate reasonable adjustment in the Assessor Guidelines. There is a Learner needs profile suitable for each AQF level for use when it is possible that a learner may need special support. 1. Complete the Learner needs profile 2. Make reasonable adjustments to training/assessment if required 3. Ensure completed document is filed with learner's anecdotal notes/record Trainers/assessors are encouraged to read these materials and apply the principles where it is appropriate. Reasonable adjustment INFOsheet on Reasonable adjustment is available. Related documents Disability 'Inclusive Practice is Good Practice' was developed as a set of professional development materials for VET generally by Tasmanian government. There is a Booklet and three Fact Sheets available. Cultural diversity 'Culturally inclusive training and assessment' is a comprehensive resource kit developed with Commonwealth funding. 'Culturally inclusive practice' is a flyer developed by University of Queensland that has an excellent dot point approach to the topic. Learner needs: Reasonable Adjustment policy Revised: October 2013 Version: 1 Version 1: 2013 Page 29 of 125

30 Legislation Manual & Policy Legislation Trainers and assessors should be familiar with the following legislation: Oceania Polytechnic acknowledges its legal obligations under State and Federal equal opportunity law, including: Age Discrimination Act 2004 Charter of Human Rights and Responsibilities Act 2006 Disability Discrimination and Other Human Rights Legislation Amendment Act 2009 Equal Opportunity Act 2010 Racial and Religious Intolerances Act 2001 Racial Discrimination Act 1975 Sex Discrimination Act 1984 Trainers and assessors should also be aware of WHS legislation. All legislation can be accessed at Trainers and assessors should also have a detailed knowledge of The VET Quality Framework ( The ESOS National Code of Practice ( Information/Education-Services-for-overseas-students-esos-legislativeframework/national-code/Pages/default.aspx) The NVR registered training organisation must comply with relevant Commonwealth, State or Territory legislation and regulatory requirements relevant to its operations and its scope of registration. Requirement Dissemination of information The NVR registered training organisation must ensure that its staff and clients are fully informed of legislative and regulatory requirements that affect their duties or participation in vocational education and training. Staff Staff are informed of requirements through: Access to information in QMS Online under the 'Legislative compliance' link Updates on noticeboard Items on agenda at staff briefings PD sessions, where appropriate Clients Learners are informed of any legislative or regulatory requirements that are relevant to a training or assessment program prior to, or during, the first session. Legislation policy Revised: October 2013 Version: 1 Version 1: 2013 Page 30 of 125

31 Monitor and Review Manual & Policy Requirement Purpose TAS: Monitoring Monitor and Review Strategies for training and assessment meet the requirements of the relevant Training Package or VET accredited course and have been developed through effective consultation with industry. Monitoring and review are two processes that ensure accuracy, currency and relevance to client needs. Training and Assessment Strategies are monitored: as part of the Business management system to ensure that trainers and assessors are aligning their work practice with the TAS in the event of a complaint about some aspect covered by the TAS In the event that a significant variation is discovered during monitoring, the RTO Manager, or their delegate, is able to issue an Improvement Note. These quality assurance activities also monitor an aspect of the TAS: Trainer/Assessor observation RTO management checks periodically to see that training and assessment, as set out in the TAS for a qualification/unit, is what is actually happening. TAS: Review Review panel Related procedures Structured moderation Moderation processes that ensure comparability of assessment across assessors also provide data that may inform changes to the TAS. Each Training and Assessment Strategy (TAS) must be reviewed one year from when it was first introduced and then at least once every two years. The purpose of the review is to: check appropriateness and currency of contents seek ways to improve the product/service Sources of data that may inform decisions: results of QI questionnaires for the qualification/course completion rate data for the qualification/course The review panel must consist of at least: Lead trainer Lead assessor Industry representative Trainer performance Assessor performance Moderation QI questionnaires Resources Appendix P Training and Assessment Review Template Monitor and Review policy Revised: October 2013 Version: 1 Version 1: 2013 Page 31 of 125

32 Notifications of Holidays or Absences Manual & Policy Notifications of Holidays or Absences Trainer/ Assessor are required to provide reasonable notice before taking time off for holidays or other reasons. You are required to speak with the CEO in direct relation to this matter. In some situations leave will be granted immediately, other leave will require forms to be filled in. The types of leave may include; annual, sick, compassionate, parental and unpaid. Notifications of Holidays or Absences policy Revised: October 2013 Version: 1 Version 1: 2013 Page 32 of 125

33 Performance Review Manual & Policy Requirement Purpose Procedure Performance Review The NVR registered training organisation uses a systematic and continuous improvement approach to the management of operations. Performance management provides a means to improve organisational performance by linking and aligning individual and organisational objectives and results. It also provides a means to recognise and reward good performance. 1. RTO Manager appoints reviewer 2. Reviewer and staff member agree time for review 3. Performance review component completed 4. Performance planning component completed 5. Both parties sign document 6. Reviewer briefs RTO Manager 7. Performance review document is filed in personnel record 8. Any actions agreed as part of review are carried out Resources Appendix Q Performance Review Template Performance Review policy Revised: October 2013 Version: 1 Version 1: 2013 Page 33 of 125

34 Pre-training Review Obligations Manual & Policy Pre-training Review Obligations Before a student commences training in a Oceania Polytechnic course, the following must have already been addressed and undertaken: Recognition of Prior Learning (RPL) and Credit Transfer (CT) - if a student has completed a request form for either RPL and /or CT, this will be noted clearly in the student s file Assessment of the student s suitability to the particular course Explanation of the course and schedule of training Assessment details and delivery modes Signing and dating of documents Pre-training Review Obligation policy Revised: October 2013 Version: 1 Version 1: 2013 Page 34 of 125

35 Progression and Reporting Manual & Policy Progression and Reporting In relation to their progression and reporting responsibilities, Trainers/Assessors are required to: Plan training according to the approved timetable Commence and assess Units of Competency in line with the approved Timeline Seek approval to adjust the timetable to suit individual students with LLN needs, whilst maintaining their understanding and adherence to the spirit of Oceania Polytechnic guidelines Advise Oceania Polytechnic Training Manager of any need to vary the progression of the course on a case by case approach by application Monitor and record training and assessment outcome progress in each student file Progression and Reporting policy Revised: October 2013 Version: 1 Version 1: 2013 Page 35 of 125

36 Recognised Prior Learning (RPL) Manual & Policy Recognised Prior Learning (RPL) A student s intention to apply for RPL of units of competence must be indicated at the initial enrolment process. Please note the following regarding RPL and CT: Both are to be identified before a student commences training, via the enrolment process Intention to RPL/CT must be recorded in the student s file If identified via enrolment that RPL documentation is required, the student administration team will deposit the appropriate documents in the student s file for the Trainer/Assessor to action It is the role of the Trainer/Assessor to complete the RPL process for all students The Trainer/Assessor is to decide what evidence is required and when it is to be provided (which is documented this and follow up within a designated timeframe) Recognised Prior Learning (RPL) policy Revised: October 2013 Version: 1 Version 1: 2013 Page 36 of 125

37 Records: Attendance Manual & Policy Attendance Logs Keeping a consistent record of student attendance is an RTO obligation and is checked during regular audits. Requirement Attendance records Attendance records The NVR registered training organisation manages records to ensure their accuracy and integrity. Learners have timely access to current and accurate records of their participation and progress. Attendance records are records of participation. Attendance records for face-to-face training sessions are kept in a separate file and archived according to the archive policy. Attendance Logs policy Revised: October 2013 Version: 1 Version 1: 2013 Page 37 of 125

38 Records: Learner records Manual & Policy Requirement Records: Learner records The NVR registered training organisation manages records to ensure their accuracy and integrity. Learner records are compliance documents and they are subject to close attention at audit time. Records maintenance The term learner records covers: It is the responsibility of trainers, assessors and RTO administration to ensure that they follow the procedures set out for the collection and maintenance of these records. If learner records need to be released to another party, the learner must give permission. Enrolment details Learning support needs Attendance records Anecdotal notes Record of complaint or appeal Assessment results Training record Licences gained as a result of training Statements of Attainment issued Qualifications issued Related procedures Learner access to records Resources Appendix R - Personal details release form Records: Learner records policy Revised: October 2013 Version: 1 Version 1: 2013 Page 38 of 125