Candidate s Kit: Guide to assessment in New Apprenticeships*

Transcription

1 Candidate s Kit: Guide to assessment in New Apprenticeships* The Training Package Assessment Materials Project is an initiative of the Australian National Training Authority with funding provided by the Department of Education, Training and Youth Affairs. The project has been established to support high quality and consistent assessment within the vocational education and training system in Australia. * (also know as apprenticeships or traineeships in some States and Territories)

2 Candidate s Kit: Guide to assessment in New Apprenticeships This package was developed by: PDF Management Services Pty Ltd, Learning Works Pty Ltd and EDA Pty Ltd with support from the Department of Employment, Training & Youth Affairs (DETYA), the Australian National Training Authority (ANTA) and Vocational Education and Training Assessment Services (VETASSESS). DEPARTMENT OF EDUCATION, TRAINING AND YOUTH AFFAIRS Commonwealth of Australia 2001 This work is copyright. Apart from any use as permitted under the Copyright Act 1968, no part may be reproduced without prior written permission. However, permission is given to trainers and teachers to make copies by photocopying or other duplicating processes for use within their own training organisation or in a workplace where the training is being conducted. This permission does not extend to the making of copies for use outside the immediate training environment for which they are made, nor the making of copies for hire or resale to third parties. Requests and inquiries concerning other reproduction and rights should be directed in the first instance to the Director, Training Reform Section, Department of Education, Training and Youth Affairs, GPO Box 9880, ACT The work has been produced initially with the assistance of funding provided by the Department of Education, Training and Youth Affairs through the Australian National Training Authority. However the views expressed in this version of the work do not necessarily represent the views of the Minister for Education, Training and Youth Affairs or the Commonwealth. The Commonwealth does not give any warranty nor accept any liability in relation to the contents of this work. Project management and editorial support provided by Vocational Education and Training Assessment Services (VETASSESS). This project was managed by the Australian National Training Authority on behalf of the Department of Education, Training and Youth Affairs. Published on demand by Australian Training Products Ltd (ATP) Level 25/150 Lonsdale Street, Melbourne, VIC, Australia, 3000 Telephone: : , Facsimile: , sales@atpl.net.au Printed by Document Printing Australia, Melbourne, Australia ATP Stockcode: R ISBN: First published in July 2001 ii 2001 Department of Education, Training and Youth Affairs

3 Candidate s Kit: Guide to assessment in New Apprenticeships FOREWORD This guide is one of a suite of ten guides developed in the Training Package Assessment Materials Project. The project was one of several initiatives managed by the Australian National Training Authority (ANTA) and funded by the Department of Education, Training and Youth Affairs (DETYA) to facilitate the implementation of Training Packages and in particular New Apprenticeships. The guides in this Training Package Assessment Materials Project aim to provide assessors and managers of assessment processes within the vocational education and training (VET) sector with a range of practical tools and resources for improving assessment practices in both onand off-the-job situations. The ten guides are: Guide 1: Guide 2: Guide 3: Guide 4: Guide 5: Guide 6: Guide 7: Guide 8: Guide 9: Guide 10: Training Package assessment materials kit Assessing competencies in higher qualifications Recognition resource Kit to support assessor training Candidate's Kit: Guide to assessment in New Apprenticeships Assessment approaches for small workplaces Assessment using partnership arrangements Strategies for ensuring consistency in assessment Networking for assessors Quality assurance guide for assessment. Each guide is designed to cover a broad range of industries and VET pathways, with relevance to workplace assessors as well as those working in off-the-job and VET in Schools programs. The Training Package Assessment Materials Project was completed prior to the review and redevelopment of the Training Package for Assessment and Workplace Training. The project managers and writing teams worked closely with National Assessors and Workplace Trainers (NAWT), a division of Business Services Training, to ensure that the material 2001 Department of Education, Training and Youth Affairs iii

4 Candidate s Kit: Guide to assessment in New Apprenticeships contained in these guides is in line with future developments in the Training Package. Consequently the Guides do not make direct reference to the units of competency in the Training Package for Assessment and Workplace Training. The project managers and the writing teams would like to thank all the individuals and organisations who generously provided advice, case study materials, assessment tools and their time to review and pilot these materials. iv 2001 Department of Education, Training and Youth Affairs

5 Candidate s Kit: Guide to assessment in New Apprenticeships TABLE OF CONTENTS Foreword... iii 1. About the Candidate s Kit... 7 Introduction...7 The Candidate s Kit...8 Benefits of using the Candidate s Kit...11 How to use the Candidate s Kit...14 When to use the Kit...14 Plan who is going to provide the Kit...14 Requests from candidates...15 Using the CD-ROM to produce the Kit...17 Standard (PDF) Candidate s Kit...17 Customised Candidate s Kit Candidate s Kit Appendix A: Glossary Department of Education, Training and Youth Affairs v

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7 Candidate s Kit: Guide to assessment in New Apprenticeships 1. ABOUT THE CANDIDATE S KIT Introduction This guide comprises two key sections: how to use the Candidate s Kit an assessment guide for candidates undertaking New Apprenticeships (the Candidate s Kit) In addition, the Training Package Assessment Materials Project CD-ROM contains both sections of the guide as well as customisable versions of: the front and back covers of the Candidate s Kit (to allow badging by the user) the Request to the RTO form from the back of the Candidate s Kit. The Candidate s Kit may be distributed and used by: coordinators and assessors working in Registered Training Organisations (RTOs) employment consultants and field staff in New Apprenticeships Centres (NACs) advisors and client service personnel within State and Territory Registering Bodies human resource personnel in enterprises that coordinate their own New Apprenticeships assessors and personnel in Group Training Companies employment consultants, working within the Job Network, who are supporting New Apprentices Department of Education, Training and Youth Affairs 7

8 Candidate s Kit: Guide to assessment in New Apprenticeships The Candidate s Kit The Candidate s Kit is designed to help candidates understand the assessment process and requirements of their New Apprenticeship. New Apprenticeships are also known as apprenticeships and traineeships in some States and Territories. The target audience for the Candidate s Kit is New Apprentices and trainees who may be either existing workers, new employees or senior secondary school students in part time school based New Apprenticeships. The Candidate s Kit will also be of use to employers and other workplace personnel who deal with New Apprentices and trainees, such as supervisors, coaches and team leaders. The Candidate s Kit provides the New Apprentice with clear, straightforward information on: the meaning of competency based assessment within New Apprenticeships competency standards, Training Packages and qualifications the assessment process evidence and how to gather evidence getting feedback from the assessor and employer/supervisor. The Candidate s Kit focuses on assessment. It does not aim to provide all information on New Apprenticeship requirements and guidelines or the regulations concerning Training Agreements. The Kit is designed to follow the events relating to the assessment process that a candidate will encounter as the New Apprenticeship proceeds. To provide a better understanding of assessment in New Apprenticeships, the Kit uses a simplified depiction of the process (see the diagram on the following page) Department of Education, Training and Youth Affairs

9 Candidate s Kit: Guide to assessment in New Apprenticeships The Candidate s Kit not only provides information to the candidate, it also encourages the candidate to play a proactive role in the assessment process. Suggestions regarding the action that can be taken or the questions that the candidate may ask are included throughout the Kit. The candidate is encouraged to: show the Kit to employers/supervisors and use it to engage them in the assessment process actively use the Kit at each stage of the assessment process plan assessment and training collaboratively with the assessor and employers/supervisors. The Kit has a section titled Requesting action and information which details how a candidate can seek specific information from the RTO. This section aims to: increase the candidate s involvement in the assessment process keep the RTO informed of the candidate s progress provide ongoing contact between the assessor and the candidate Department of Education, Training and Youth Affairs 9

10 Candidate s Kit: Guide to assessment in New Apprenticeships The following example is an extract from the Kit. 'Tip' boxes like this one are also used throughout the guide Example of request to RTO READ THROUGH THE CANDIDATE S KIT Take the time now to read through the Kit. Become familiar with its content and style. It is aimed at someone who does not yet understand New Apprenticeships or assessment Department of Education, Training and Youth Affairs

11 Candidate s Kit: Guide to assessment in New Apprenticeships Benefits of using the Candidate s Kit Benefits to the candidate A candidate who asks questions, plans assessment with the assessor and actively gathers evidence will feel more confident about the assessment process and will have a greater sense of ownership and commitment to the New Apprenticeship. This will set a foundation for lifelong learning, increased skills and abilities and increased confidence in the workforce. Benefits to the RTO The Kit provides a focus for the RTO and candidate to work together to make sure they have a common understanding of what is expected in the assessment process and the roles of those involved. It helps the RTO to structure and explain each stage of the assessment process including planning, organising on- and off-the-job activities, gathering evidence and providing feedback. The Kit may also present some challenges to the RTO. As the candidate will be better informed about the assessment process after reading the Kit, there may be additional demands made on the RTO. Assessors should read the Candidate s Kit thoroughly to ensure they can provide candidates with the necessary information. Benefits to the NAC The Candidate s Kit provides information that can help the NAC to market and sell New Apprenticeships to potential candidates and employers. It can also be used by staff within the NAC to clarify their understanding of the assessment process. The provision of the Kit early in the New Apprenticeship will help to explain the assessment process and may prevent some early withdrawals from New Apprenticeship programs. A greater number of completions means increased revenue and improved outcomes for the NAC Department of Education, Training and Youth Affairs 11

12 Candidate s Kit: Guide to assessment in New Apprenticeships GETTING STARTED One RTO working nationally delivers New Apprenticeship programs to existing workers. The RTO plans the delivery arrangements with the employer before sign-up. After the employees are briefed and offered the opportunity to gain a qualification through a New Apprenticeship pathway, the NAC representative completes the sign-up procedures. On the same day, the employees who have signed up to a New Apprenticeship undertake an induction with the RTO. The induction covers selecting units of competency, providing Recognition starter kits and providing information about the RTOs policies and procedures (including their Code of Conduct and appeal procedures). The candidates then have eight weeks to review information they have received and undertake a self-assessment for the Recognition process prior to the next RTO visit. The candidates report that the information they receive is timely and relevant. The feeling that all parties are working together encourages greater commitment to the New Apprenticeship. The benefits to the RTO and the NAC are reduced withdrawals, clearer understandings between all the parties and better use of the probationary period of the New Apprenticeship. Benefits to the employer An informed candidate is better able to work with supervisors/employers to ensure the assessment process runs smoothly. The Kit encourages the candidate to work with the assessor and supervisors/employers to plan and organise the timing and location of the assessment. This means less disruption in the workplace and avoids the risk of potential misunderstandings. WHAT CAN BE ACHIEVED A large Tasmanian community care organisation, providing aged and disability care to people in their homes, decided to have their support worker staff qualified by enrolling them in a New Apprenticeship program for Certificate III in Community Services (Aged Care Work). After the RTO delivered the program, the employer noted a reduction in workplace injuries, improved customer feedback (about the quality of the care) and improved motivation of the staff. The employer is now able to promote the fact that the organisation has qualified staff to their funding bodies Department of Education, Training and Youth Affairs

13 Candidate s Kit: Guide to assessment in New Apprenticeships Who else might benefit from the Kit? The Candidate s Kit is also useful to anyone who is trying to gain an overview of assessment, especially from the candidate s point of view. It is therefore useful for: assessors, trainers and teachers who might not be fully familiar with all aspects of assessment family members and mentors of the candidate personnel working to support job seekers within the Job Network or related programs in New Apprenticeships other staff supporting New Apprentices, eg administration support staff. DEVELOPING RTO AND NAC STAFF RTOs and NACs can take advantage of the Kit to develop greater awareness among their team about assessment especially from the candidate s perspective. Use the Kit as part of a professional development activity or as a discussion starter to analyse how your organisation currently deals with New Apprentices Department of Education, Training and Youth Affairs 13

14 Candidate s Kit: Guide to assessment in New Apprenticeships How to use the Candidate s Kit When to use the Kit The Kit should be given to the candidate early in the New Apprenticeship. This could be: at sign-up at the induction often when the RTO begins with the candidate at the first assessment session usually the initial Recognition (RPL/RCC) meeting. Distributing the Kit at sign-up is a good idea because this means the candidate is informed about the assessment process from the start. It also builds on the candidate s initial interest and enthusiasm. By providing the candidate with information as early as possible, problems can be raised and corrected quickly. Plan who is going to provide the Kit Signing up a candidate to a Training Agreement in a New Apprenticeship can be undertaken by a number of people and organisations. NACs, RTOs, brokerage services and Job Network members commonly act as sign-up agents and may give the Kit to the candidate. It is important to discuss the Kit with all parties and coordinate: the customisation and badging required for the front covers distribution details who will do this and when? the distribution of the Kit to the candidates including: electronically /fax for candidates in remote locations face to face especially for candidates with language or learning difficulties briefing sessions or workshops ideal for larger numbers of candidates the cost of production and distribution the contact details that should be provided on the back cover Department of Education, Training and Youth Affairs

15 Candidate s Kit: Guide to assessment in New Apprenticeships ONE WAY TO DO IT The RTO has secured a large employer with 50 existing workers to be signed up to New Apprenticeships in Civil Construction qualifications. The RTO arranges to meet the employer with the NAC and it is decided that the NAC will supply the Kit to the candidates at the sign-up session. The Kit will be badged with RTO and employer logos and RTO contact details. The HR Manager is keen to distribute quality documentation that includes the company logo to the employees. The Kits are prepared by the RTO for the sign-up session and the RTO attends to brief the employees and to explain the process. The RTO induction session that includes the selection of units of competency is to be held in eight weeks time. Requests from candidates Updating resources Within the Kit, candidates are encouraged to approach RTOs for information that will assist the assessment process. It is important that RTOs ensure that the information supplied to candidates is relevant and current. Review all documents, handouts, marketing information, letters and record or log books to ensure that they are consistent with the advice provided in Training Packages and the Australian Quality Training Framework (AQTF). Make sure the correct contact details for the NAC or RTO are made available to candidates and updated when required. Dealing with the request form The Candidate s Kit contains a form that candidates can use to request action and information from RTOs. The request form is sent directly to the RTO (see the Kit for a copy of the request form). Be familiar with the requests and where they occur in the text of the Candidate s Kit Department of Education, Training and Youth Affairs 15

16 Candidate s Kit: Guide to assessment in New Apprenticeships Ensure that all the information that the candidate is encouraged to ask for is available and the information is current. Some of these are: details of re-assessment policies details of the units of competency for specific qualifications sample certificate for that qualification RTO contact details sheet for the candidate including coordinator/manager /head of department/assessors/other relevant contacts advice on how to access the relevant Training Package or competency standards RTO Code of Conduct RTO appeals policy and procedure, including any application forms RTO grievance procedures a generic assessment plan record and/or log books (these are may also be called Recognition Kits, Starter Kits, Evidence and Assessment Guides, Portfolios whatever the RTO uses to record and organise evidence and assessment records) any policies and procedures for applying for Recognition (RPL/RCC) examples of the types of evidence that relate to that qualification or to each unit of competency in the qualification. Receiving individual request forms from small workplaces is manageable. With large numbers of candidates, it may be desirable for the requests to be collated so that information can be provided back to the candidates in a more strategic way. The RTO may detect a common request from a number of candidates and possibly organise group meetings to disseminate the information. Decide who will manage the requests and set up a recording system and a mechanism for responding to queries. Questions to consider include the following. Who will monitor the arrival of requests? Are administration staff aware of the request forms and the action required when they are received? Who will respond to the requests? Should records of request forms be filed? What is the RTOs standard response time to a request? How will assessors who are sessional staff or sub-contracted be informed of the request forms? Ensure that responses are provided to candidates in a timely manner to encourage their ongoing participation in the assessment process Department of Education, Training and Youth Affairs

17 Candidate s Kit: Guide to assessment in New Apprenticeships Using the CD-ROM to produce the Kit The Training Package Assessment Materials Project CD-ROM contains: a protected document format (PDF) file that includes: information about the Candidate s Kit the Candidate s Kit customisable documents: the front and back covers of the Candidate s Kit (to allow badging by the user) the Request to the RTO form from the back of the Candidate s Kit. The only pages that can be customised in the Kit are the covers and the Request to the RTO form. Standard (PDF) Candidate s Kit The standard Kit is reproduced in this guide and is also available as a PDF file on the CD-ROM. This version of the Kit can be printed and distributed as is from the CD-ROM. If required, contact details can be placed in the blank box on the back cover manually using a contact stamp, labels or handwriting. Customised Candidate s Kit There are two ways in which the Candidate s Kit can be customised. These are: the front cover can be customised by adding: names of relevant organisations RTO, NAC, company name of the candidate logos of relevant organisations RTO, NAC, company the back cover can be customised by adding the contact details of relevant organisations. These customisable front and back covers are also available on the CD ROM as is the Request to the RTO form Department of Education, Training and Youth Affairs 17

18 Candidate s Kit: Guide to assessment in New Apprenticeships The Request to the RTO form can also be customised to: allow for different collection arrangements depending on the number of candidates and the size of the company add or delete any relevant information. Customising the cover The cover can be customised simply by adding a logo and/or name and can be individualised by adding the candidate s name. The files contained on the CD-ROM assist with customising. The files provided on the CD-ROM include: File 1 a cover that allows a logo and name to be added File 2 a cover that allows employer, RTO and NAC logos and names to be added File 3 a cover that allows the candidate s name to be added. Follow these steps to customise the covers. Locate the PDF files on the CD-ROM ( front cover.pdf and back cover.pdf ). Print out the number of covers that you require. These have blank areas for you to overprint. Using any word processing package, put the desired information into the blank areas. Alternatively, use the Word files provided. These are on the CD-ROM as front cover.doc, and back cover.doc. There is more than one version and they are numbered accordingly. You need to select all the text in each box and paste over it with your logo and/or text. Be careful not to leave any instructions in the final version. Note: you may want to save the Word files as templates (*.dot) to prevent them being saved over and lost. Include logos and names on the cover as desired. Include contact details on the back and double - check that these are correct. Insert the pre-printed covers in the printer and print what you have word processed. Save your Word documents, in case they are needed again. Collate the customised front and back covers with the body of the Candidate s Kit and bind the document Department of Education, Training and Youth Affairs

19 Candidate s Kit: Guide to assessment in New Apprenticeships DESIGNING YOUR COVERS Remember to include other significant stakeholders, if desired. Use text boxes to capture graphics such as logos. Add colour if required. Customising the Request to the RTO form The return instructions on this form can be customised. Two files are provided: a copy of the Request to the RTO form from the standard Kit contact details can be completed prior to distributing the form to the candidate a blank topped form so that alternative instructions can be added if required. Follow these steps to customise the form. Locate the PDF file on the CD-ROM ( request form.pdf ). Print out a number of forms. These have blank areas for overprinting. Using any word processing package, put the desired information into the blank areas. Alternatively, use the Word files provided. These are on the CD-ROM as request form.doc. The text in these boxes can be changed. Note: it may be useful to save the Word files as templates (*.dot) to prevent them being saved over and lost. If required, provide alternative instructions to the candidate. Modify the office use table to suit your system (if required). Insert the pre-printed covers in the printer and print what you have word processed. Save your Word documents, in case they are needed again. Replace the relevant page in the Kit and collate and bind the document. MAKING THE PACKAGE YOURS Who prepares information for the candidates you deal with? How will they access the Candidate s Kit and what training do they need to use it properly? What is the best way to store and distribute this resource to all relevant people? How can it be integrated into office procedures as part of the standard information provided to candidates? 2001 Department of Education, Training and Youth Affairs 19

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21 Candidate s Kit: Guide to assessment in New Apprenticeships 2. CANDIDATE S KIT 2001 Department of Education, Training and Youth Affairs 21

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23 CANDIDATE S KIT: Guide to assessment in New Apprenticeships Department of Education, Training and Youth Affairs

24 This guide was developed by PDF Management Services Pty Ltd, Learning Works Pty Ltd and EDA Pty Ltd with support from the Department of Employment, Training & Youth Affairs (DETYA), the Australian National Training Authority (ANTA) and Vocational Education and Training Assessment Services (VETASSESS). DEPARTMENT OF EDUCATION, TRAINING AND YOUTH AFFAIRS Commonwealth of Australia 2001 This work is copyright. Apart from any use as permitted under the Copyright Act 1968, no part may be reproduced without prior written permission. However, permission is given to trainers and teachers to make copies by photocopying or other duplicating processes for use within their own training organisation or in a workplace where the training is being conducted. This permission does not extend to the making of copies for use outside the immediate training environment for which they are made, nor the making of copies for hire or resale to third parties. Requests and inquiries concerning other reproduction and rights should be directed in the first instance to the Director, Training Reform Section, Department of Education, Training and Youth Affairs, GPO Box 9880, ACT The work has been produced initially with the assistance of funding provided by the Department of Education, Training and Youth Affairs through the Australian National Training Authority. However the views expressed in this version of the work do not necessarily represent the views of the Minister for Education, Training and Youth Affairs or the Commonwealth. The Commonwealth does not give any warranty nor accept any liability in relation to the contents of this work. Project management and editorial support provided by Vocational Education and Training Assessment Services (VETASSESS) This project was managed by the Australian National Training Authority on behalf of the Department of Education, Training and Youth Affairs Published on demand by Australian Training Products Ltd (ATP) Level 25/150 Lonsdale Street, Melbourne, VIC, Australia, 3000 Telephone: , Facsimile: , sales@atpl.net.au Printed by Document Printing Australia, Melbourne, Australia ATP Stockcode: R ISBN: First published in July 2001

25 Contents Starting out How does a New Apprenticeship work? How do I get involved? 1 Understanding assessment What is assessment? What does it mean to be competent? What are competency standards? What kind of qualification will I get? What if there are some things I don t know or can t do? Meeting your training provider How do I record my assessment progress? What if there are parts of the training that I can do already? 3 8 Planning for your assessment What is an assessment plan? How do I know when I m ready for assessment? Where will I be assessed? Who will assess me? 11 Being assessed How much evidence is enough? Can I gather evidence myself? Can evidence be used more than once? So what can be used as evidence? How is the mix of evidence worked out? How is my evidence judged? Department of Education, Training & Youth Affairs

26 Contents Getting feedback What feedback will I get? What if I don t agree with the assessment? What if I need special assistance? What if I m not happy about how I have been treated? 20 Requesting action and information 23 Getting more help Department of Education, Training & Youth Affairs

27 Starting out Like thousands of other New Apprentices, you have signed on for training that will lead to a qualification recognised around Australia. Getting your qualification is an important start to your career. It will involve learning new skills and understanding more about the work you do. You will be more confident in your ability and be able to contribute more in the workplace. Your qualification shows that you can do a job according to the standards expected in your industry. This means that an employer can have more confidence in your ability too. To get the qualification, you have to show that you have certain skills and knowledge. In other words, you have to be assessed. Some people feel anxious about assessment because they are not sure what it involves. However, assessment does not have to be frightening. In the Australian training system you are able to have a real say in planning how and when your assessment takes place. When you take an active role you will have more control over the process and the experience will definitely be more rewarding. How does a New Apprenticeship work? Doing a New Apprenticeship means having your existing skills assessed. It also means learning new skills and knowledge and having these assessed too. The diagram below sets out the stages you will go through. Sign up to a New Apprenticeship Learn new skills and be assessed Your qualification Meet your training provider and assessor Plan your assessment and training Assess your current skills NATIONALLY RECOGNISED TRAINING How you gain a qualification as a New Apprentice 2001 Department of Education, Training & Youth Affairs 1

28 How do I get involved? Each section in this Candidate s Kit has request boxes for you to tick if you need help or more information. Mark the things you need each time you read through the Kit. Avoid asking for everything at once. Ask what you need to know, when you need to know it. You can always ask the other questions later using the same system. At the end of the Kit there is a sheet for you to mark the questions you want to send on to your training provider. See the Requesting action and information section. The Kit answers most of the questions you are likely to ask. But if you have more questions, there are plenty of people ready to help. So keep asking until you are sure. Making the Kit work for you The first step is to skim through the Kit to get an overview of what it contains. Go through the Kit with your supervisor and training provider. Use it as a guide to help you to work out the details with your training provider. The Kit includes extra hints, prompts or examples of what is meant in the text. This will give you more information about things to watch out for. It will also suggest some things you can do to make the assessment process go smoothly. Keep the Kit handy so that you can refer back to it as you go through each stage of gaining your qualification. The Kit shows you what it means to be assessed. It explains what happens and who does what, so you can be fully informed. It gives advice on what you can do to get involved. Importantly, it gives you a head start so that you can get the most out of your New Apprenticeship Department of Education, Training & Youth Affairs

29 Understanding assessment What is assessment? Assessment means collecting evidence about your skills and knowledge, comparing it to a set of competency standards and judging whether you are competent. A training provider will carry out your assessment. This will mean judging whether you are competent or not yet competent (although some training providers may use slightly different terms). If you are not yet competent your assessor will talk to you about what you can do about it. You may need to undertake additional assessment tasks, do some more training or gain more experience before being assessed again. The key point is that you cannot fail. You can try again. Ask your training provider about how you can do this and whether there are any special conditions. An everyday example of assessment Sue is being assessed for her First Aid Certificate. Her instructor has explained what she has to be able to do. She feels comfortable because she knows what she is being assessed against and she realises that she will have a second chance if she is not able to do some things. To demonstrate her first aid ability, Sue has to answer a number of questions. She also has to demonstrate how to resuscitate a person, how to stop bleeding and how to deal with broken bones. What does it mean to be competent? Being competent means: knowing how to do a job understanding why it should be done that way being able to do different tasks at the same time dealing with everyday problems that may occur understanding workplace policies and procedures fitting in with others in the workplace. Your assessor will want to be convinced that you can do these things not just once, but all the time even when things are not going smoothly Department of Education, Training & Youth Affairs 3

30 A competent worker Scott works at Best Dressed, a large department store in the city. Scott is regarded as a competent sales assistant by his supervisor. This is because he is always friendly and helpful to customers not just when things are quiet, but also during busy periods. Even with difficult customers, he stays calm and polite. He can handle most customer complaints himself, but he also knows when to refer an issue to his supervisor. Scott has mainly worked in the Sportswear department, but because he understands stock control, sales and how to use point of sale equipment, he can quickly adapt to other areas when necessary. What are competency standards? Competency standards are used around Australia. They describe what your industry accepts as effective performance in the workplace. This includes the skills and knowledge you need to do a job. These standards are divided into units of competency. They match particular activities that people carry out at work, such as serving a customer, operating a tractor, pruning a tree or using power tools. You could say that your job is made up of several units of competency. Units of competency can be found in a document called a Training Package. Most industries have a Training Package. Each unit of competency is in turn broken down into smaller parts, called elements and performance criteria. These are what assessors use when they are judging whether or not someone is competent. Look at the example below. Jill works for the Parks and Gardens section of her local council. One of her main duties is to look after trees in a number of nature reserves managed by the council. To do her job, Jill needs to be able to cut back branches and remove the waste. She also needs to understand when to prune different trees and how to look after her tools. The skills involved are described in a unit of competency that is part of the Horticulture Training Package: Department of Education, Training & Youth Affairs

31 Prune shrubs and small trees Elements (Part of Jill s job is to ) Performance criteria (Jill knows she can do it when ) 1. Identify pruning requirements 1.1 Plants needing pruning are identified. 1.2 Type of tools and equipment needed are identified. 1.3 Time to prune is worked out with supervisor. 2. Prepare for pruning 2.1 Tools and equipment are prepared. 2.2 Safety equipment is organised. 3. Carry out pruning 3.1 Branches are cut at appropriate places. 3.2 Pruning is undertaken safely. 3.3 Waste material is disposed of. 3.4 Tools and equipment are cleaned and stored. Units of competency can seem confusing when you first look at them. But it is important for you to understand what you are being assessed against. Get your training provider to explain the structure of a unit of competency. Also, ask if the units will be adjusted to match the way things are done in your workplace. To get your qualification you will have to do a certain number of units of competency. Several of these may be compulsory as they are required by your industry. In addition, you, your employer and your training provider will choose optional units that best fit the needs of your workplace and your own career directions. As well as Prune shrubs and small trees, Jill does 13 other units. This includes six units she has to do, like Follow workplace health and safety requirements and Plan daily work routines. She has also chosen to do Propagate plants as one of her optional units because she wants to become more involved in growing seedlings to plant in the nature reserves. She knows the council is planning to do more replanting in these areas Department of Education, Training & Youth Affairs 5

32 Choosing your units If you have not yet chosen your units of competency, you will need to see your training provider. Often this is not done until after you have signed on to the New Apprenticeship. I would like to see the units of competency (from the Training Package) for the qualification I will be doing. What kind of qualification will I get? This is the logo on your certificate. It is a guarantee that your qualification will be accepted anywhere in Australia. Check to see if you are undertaking a nationally recognised qualification. NATIONALLY RECOGNISED TRAINING National training qualifications include Certificates I to IV, as well as Diplomas and Advanced Diplomas. These are designed to cover most jobs, from those done by a beginning worker to those done by supervisors and managers. New Apprenticeships are available in most industries from Certificate II to Certificate IV. If you do not complete all the requirements for a full Certificate, you will receive a Statement of Attainment. This lists the units of competency you have completed successfully and can be counted towards a qualification in the future. I would like to see a copy of the qualification I should receive Department of Education, Training & Youth Affairs

33 What if there are some things I don t know or can t do? Sometimes assessment can highlight particular areas that you do not know, or cannot do as well as you thought you could. For example, you may show that you can drive a tractor, but you might not be sure about some of the maintenance procedures that apply in your workplace. This is called a skill gap. It simply means that you need to learn how to do that part of the job. You then need to organise an extra assessment when you are ready. In general, as long as the other parts of the assessment have been satisfactory, you will not have to repeat the whole procedure. You and your training provider will work out how to fill these gaps. Filling a skill gap Robin is completing a New Apprenticeship in Certificate II in Business (Administration). He feels confident about formatting business letters but he has never done a mail merge. Before his next assessment, Robin arranges for his supervisor to show him how to use mail merge. He also asks his supervisor for opportunities to practise. I would like someone to explain how my skill gaps will be worked out, and how these gaps will be filled Department of Education, Training & Youth Affairs 7

34 Meeting your training provider To gain a qualification, everyone needs to be assessed by a training provider. A training provider is called a Registered Training Organisation (RTO for short). Your RTO will normally contact you within a month after you sign your Training Agreement. One of the first things you will need to do with your RTO is plan your training and assessment in detail. Many tasks may need to be covered, including: learning about the RTO and the RTO s experience with your qualification obtaining copies of the RTO s Code of Conduct and appeals procedures confirming that the qualification you signed up for suits the work you are doing choosing your units of competency enrolling with the RTO arranging when your assessor will visit you working out what you can already do and what you may need to learn. RTOs and what they do Together with your employer, you are entitled to choose your RTO. RTOs include TAFE institutions, schools, private training organisations and some companies. They train and assess people and award qualifications, with the approval of State or Territory Registering Bodies. Because RTOs issue nationally recognised qualifications, they are responsible for ensuring that your training is of high quality and that you are properly assessed. I would like my RTO to contact me to let me know what will happen in our first meeting. Please provide contact details for my main assessor from the RTO. I would like a copy of my RTO s Code of Conduct and appeals procedure and the relevant forms Department of Education, Training & Youth Affairs

35 Remember, training and assessment can be varied to suit your workplace and yourself. Your individual needs, the way you like to learn, your experience all these will affect the way you prefer to be assessed. Your preferences may vary depending on the skills being assessed. There may be parts of the training you can already do, so you just need to gather evidence from work about the skills you use and ask to be assessed. For some skills, you may prefer to be shown a range of tasks on-the-job by a fellow worker, and then be assessed when you think you are ready. You may ask for some off-the-job training in areas where you have little knowledge or experience. How do I record my assessment progress? Soon after starting your training, you will find out how your assessment progress will be recorded. Most qualifications have a record or log book for recording your progress. If you do not get a book, you should be told how records will be kept. Get your records organised If you have not yet received a record book talk to your RTO to find out how to get a copy. Some RTOs have their own, others require you to buy one. Often your training cannot get fully underway without this record book. If you use a book, it will set out the units of competency that make up the qualification you have chosen. It is also where units are signed-off by people involved in your assessment usually you, your supervisor and the assessor. Take the time to have a close look at the units of competency in your record book or system especially the elements. Some will probably seem very familiar, even basic. Other units will be less familiar. Make a note of the areas where you feel confident that you already have the knowledge and skills required. See what your supervisor thinks. Then discuss it with your assessor. I would like to know how I should keep my assessment records Department of Education, Training & Youth Affairs 9

36 What if there are parts of the training that I can do already? You may have noticed that there are some units of competency that you can do already, usually because of your previous work experience and training. So one of the first things you will do with your RTO is to work out what units you can be assessed on immediately. This kind of assessment is called Recognition. (Your assessor might call this RCC or RPL.) Recognition is something your RTO is required to offer you. The benefit of using Recognition is that you do not need to do unnecessary training or assessment. By getting recognition for the skills and knowledge you already have, you can put more effort into the units of competency you actually need to learn. I would like to know more about Recognition and how to apply for it. Not happy with how things are going? You should receive information about the steps to take if you are not happy with how your training and assessment is being done. This is usually outlined in the RTO s policies about complaints and appeals. Remember, you are the RTO s customer. If you are not getting the service you were promised, then you are entitled to let the RTO know and get the problem sorted out. Fill out the Request Sheet in this Kit and fax it off or contact someone by phone. The sooner the RTO knows something is not right, the sooner it can be fixed Department of Education, Training & Youth Affairs

37 Planning for your assessment You will need to plan (with your RTO and your employer or workplace supervisor) how your assessment will take place. Generally this is written up as an assessment plan and may also include information on how your skill gaps will be filled. This may involve training, possibly off-the-job. It is a good idea to take an active part in this process. It gives you a chance to contribute important information. For example, you and your employer will know better than your RTO about things like: when would be the appropriate times for you to demonstrate particular skills who in the workplace would be best to discuss your work what evidence might be available from your workplace. What is an assessment plan? Making a plan means agreeing with your assessor about things like: What is competent performance? What evidence is needed? How will evidence be gathered? Who will gather it? Together with your assessor and employer, you plan and schedule your assessments so that they happen in the right order and at the best time. It means you should always know when you are being assessed. At the same time, your plan should be flexible enough to take advantage of any unexpected opportunities for assessment. Planning assessment Some units of competency need to be assessed in a particular order, while others can be assessed together. For example, before Jill can be assessed at pruning a tree, she has to show that she knows all the relevant safety rules. On the other hand, when Jill was assessed on identifying pruning requirements, she was able to show that she had worked out a pruning schedule. This helped show that she was also able to plan her daily work routines. Plan daily work routines was another of the units of competency that Jill had to do. I would like to see a copy of an assessment plan Department of Education, Training & Youth Affairs 11

38 How do I know when I am ready for assessment? When you understand everything in a unit of competency and feel confident about applying it, you will know that you are ready to be assessed. Use a checklist like this one: Can I do the tasks set out in the unit of competency? Have I done the tasks under different conditions? Can I explain the reasons why things have to be done in a certain way? Have I read any necessary workplace documents (eg Standard Operating Procedures)? Have I discussed the competency standards with my supervisor? Does my supervisor think I am ready? Are the records and evidence I need ready? If you can answer yes to all these, do not put it off, call your assessor (letting your supervisor know first) or start to collect evidence yourself. Remember that you do not have to be assessed until you feel you are competent. You have the right to say, No, I m not ready yet. You are also entitled to have time to practise before being assessed and to have plenty of notice of when you will be assessed. Where will I be assessed? Because applying your skills in the workplace is such an important part of doing a New Apprenticeship, most of your assessment will take place on-the-job or in a simulated workplace. In fact, as you will see in the next section, a lot of your assessment will mean gathering evidence as you go about your normal work. There may be some areas that will be assessed off-the-job (because it is more convenient that way or because certain equipment is not available in your workplace). But there will not be many of these. Who will assess me? A number of different people could be involved in your assessment during your training, including RTO assessors, people from your workplace or experts in the area being assessed. You are entitled to know who is involved in your assessment and what they have said about your competence. All of these people will be experienced in the work area they are assessing. At least one of them will be a trained assessor and will know your industry. Your RTO assessor will be the person who decides if your evidence meets the competency standards and will sign-off on your assessment Department of Education, Training & Youth Affairs

39 Do not forget your own role. As you will see, assessment means comparing evidence about your performance to the industry standards and a lot of that evidence can be organised by you. This helps to take the pressure off your supervisors and assessors and gives you more control over when and how you are assessed. Remember your records Whether you use a book or some other system to record your progress, make sure it is kept up-to-date. It is your record of the units of competency you have achieved and it will help you keep track of your progress through your training. You can also show it to employers when you are applying for other jobs. If you use a book, keep it safe and tidy. Add to it regularly by recording the tasks you have done and getting your supervisor to verify and sign as you go. This is very important. I would like to know if I can suggest people to contribute to my assessment. I would like to know if others in the workplace will be able to watch while I am being assessed, and whether I have any say in this matter Department of Education, Training & Youth Affairs 13