TAE40110 Certificate IV in Training and Assessment. Course Overview

Transcription

1 TAE40110 Certificate IV in Training and Assessment Course Overview

2 Table of Contents Table of Contents Welcome VECCI Team TAE40110 Certificate IV in Training and Assessment Program Information Entry requirements and pathways Units of Competency Time Commitment Assessment Employability Skills Summary

3 1. Welcome Welcome to your Certificate IV in Training & Assessment course at VECCI. This course overview has been developed to provide you with important facts regarding the program. Please read it carefully. If you require further information please speak to your facilitator or the Training Registrar whose details appear below. 1.1 VECCI Team Belinda Tierney Manager, Training & Consulting (03) Postal Address: 486 Albert Street East Melbourne 3002 My trainer is: Phone: Laura Dillon Training Registrar/ Senior Training Administrator Ph: Postal address: 486 Albert St East Melbourne TAE40110 Certificate IV in Training and Assessment 2.1 Program Information This qualification reflects the roles of individuals delivering training and assessment services in the vocational education and training (VET) sector. This qualification, or the skill sets derived from units of competency within it, is also suitable preparation for those engaged in the delivery of training and assessment of competence in a workplace context, as a component of a structured VET program. The skills you gain from this course will prepare you for a range of careers, including: enterprise trainer enterprise assessor registered training organisation (RTO) trainer RTO assessor 2

4 training adviser or training needs analyst Vocational education teacher. This course provides the opportunity to formalise and to develop delivery and assessment skills to perform at a higher level in the workplace and receive a nationally accredited qualification. Key features of the program include: Flexible delivery, combining face-to-face workshops, self-directed learning and workplace learning Nationally recognised competencies that can be gained on the job Holistic assessment process Units of study that reflect workplace context A wide range of learning opportunities Due to its flexibility and focus on workplace development of skills and knowledge and their immediate applicability on job, this program ensures its relevance and currency to participants. Among other things, you will learn how to: Design and develop learning programs Plan, organise and deliver group-based learning Plan, organise and facilitate learning in the workplace Plan assessment activities and processes Assess competence Participate in assessment validation Address adult language, learning and numeracy skills 2.2 Entry requirements and pathways There are no entry requirements for this qualification. This breadth of expertise would equate to the competencies required to undertake this qualification. 3

5 Pathways from the qualification After achieving TAE40110 Certificate IV in Training and Assessment, candidates may undertake TAE Diploma of Vocational Education and Training or TAE Diploma of Training Design and Development 2.3 Units of Competency The Certificate IV in Training & Assessment requires the completion of a total of 10 units of competency, as follows: 1. TAEDES401A Design and develop learning programs This unit describes the performance outcomes, skills and knowledge required to conceptualise, design, develop and review learning programs to meet an identified need for a group of learners. The unit addresses the skills and knowledge needed to identify the parameters of a learning program, determine the design, outline the content and review its effectiveness. 2. TAEDES402A Use training packages and accredited courses to meet client needs This unit describes the performance outcomes, skills and knowledge required to use training packages and accredited courses as tools to support industry, organisation and individual competency development needs. 3. TAEDEL301A Provide work skill instruction This unit describes the performance outcomes, skills and knowledge required to conduct individual and group instruction and demonstrate work skills, using existing learning resources in a safe and comfortable learning environment. The unit covers the skills and knowledge required to determine the success of both the training provided and one s own personal training performance. It emphasises the training as being driven by the work process and context. 4. TAEDEL401A Plan, organise and deliver group-based learning This unit describes the performance outcomes, skills and knowledge required to plan, organise and deliver training for individuals within a group. 4

6 5. TAELLN411 Address adult language, literacy and numeracy skills This unit describes the skills and knowledge a vocational trainer or assessor requires to identify language, literacy and numeracy (LLN) skill requirements of training and the work environment, and to use resources and strategies that meet the needs of the learner group. The unit applies to individuals who teach, train, assess and develop resources. Competence in this unit does not indicate that a person is a qualified specialist adult language, literacy or numeracy practitioner. 6. TAEDEL402A Plan, organise and facilitate learning in the workplace This unit describes the performance outcomes, skills and knowledge required to plan, organise and facilitate learning for individuals in a workplace. 7. TAEDEL404A Mentor in the workplace This unit describes the performance outcomes, skills and knowledge required to establish and develop a professional mentoring relationship with a learner, in particular an apprentice or trainee employed by, or undertaking work placement in, a workplace. It includes establishing the need for mentoring, developing a mentoring plan/framework, facilitating and monitoring the mentoring relationship, and evaluating the effectiveness of mentoring. 8. TAEASS401B Plan assessment activities and processes This unit describes the performance outcomes, skills and knowledge required to plan and organise the assessment process, including recognition of prior learning (RPL), in a competency-based assessment system. It also includes the development of simple assessment instruments. 9. TAEASS402B Assess competence This unit describes the performance outcomes, skills and knowledge required to assess the competence of a candidate. 10. TAEASS403B Participate in assessment validation This unit describes the performance outcomes, skills and knowledge required to participate in an assessment validation process. 5

7 2.4 Time Commitment This program is a combination of face to face delivery, reading through the text book and undertaking the activities within the Participant Assessment Guide to understand the theoretical concepts, and self-directed workplace learning and assessment activities; your completed assessments are to be submitted to the Trainer/Assessor at the specified date. Whilst it is difficult to predict the exact time commitment required to complete assessment tasks, a significant commitment is required in order to successfully complete all requirements to gain the qualification. The recommended nominal duration of this course is 285 hours, including the face-to-face component; this implies a significant personal contribution from participants. Most participants should allocate a minimum of eight hours per week to read through the Participant Guide, undertake the self-directed learning activities, and then complete the assessments. If the participant has not been studying for some time, more time will need to be allocated, as returning to study after a break will proceed more slowly for those who are not used to the discipline associated with formal study. 2.5 Assessment At the beginning of your course, you will receive the text Vocational Training and Assessment by Dan Hill, Terry Hill, Lee Perlitz. The text is meant to guide you through the studying of each unit and consists of essential information on the topic (underpinning theory) and activities to help you practice what you have learned and self-assess your knowledge and understanding. Assessments for each unit of competency are generally due within 12 months from the last unit workshop; for classroom-based assessments you will be provided all the information at the beginning of the course. All assessment work must be received by VECCI by the end of the course. 6

8 Where participants are able to demonstrate extenuating circumstances, however, an extension for assessment submission may be granted. The end date of your course is the last assessment due date. For more detailed information on the delivery and assessment process, methods and requirements, refer to the Participant Handbook. 2.6 Employability Skills Summary Today, employers in Australia and all over the world value people who have the necessary skills and knowledge but whom also fit well into their organisation, use their initiative to solve day-to-day problems, work productively, manage their time efficiently, and are keen to continue learning. These types of skills are known as 'employability skills'. These are skills required not only to gain employment, but also to progress within an enterprise so as to achieve one's potential and contribute successfully to enterprise strategic directions. The employability skills are embedded within each unit of competency you will study and they will be holistically assessed together with the other performance requirements. The following table contains a summary of the employability skills required by industry for this qualification; the outcomes described here are broad industry requirements that may vary depending on the detailed requirements of each unit of competency that makes up this qualification. 7

9 Employability Skill Industry/ enterprise requirements for this qualification include: Communication interpreting client needs and writing to these using a range of communication skills, such as listening, questioning, reading, interpreting and writing documents writing hazard and incident reports using effective facilitation and interpersonal skills, including verbal and nonverbal language that is sensitive to the needs and differences of others mentoring, coaching and tutoring techniques Teamwork working with colleagues to compare, review, and evaluate assessment processes and outcomes actively participating in assessment validation sessions managing work relationships and seeking feedback from colleagues and clients on professional performance developing and evaluating with others learning programs customised for individual or group needs Problem-solving identifying hazards and assessing risks in the learning environment Initiative and enterprise Planning and organising using time-management skills in designing learning programs calculating costs of programs and logistics of delivery, and accessing appropriate resources generating a range of options to meet client needs interpreting the learning environment and selecting delivery approaches which motivate and engage learners monitoring and improving work practices to enhance inclusivity and learning being creative to meet clients' training needs applying design skills to develop innovative and flexible cost-effective programs researching, reading, analysing and interpreting workplace specifications planning, prioritising and organising workflow interpreting collected evidence and making judgements of competency documenting action plans and hazard reports working with clients in developing personal or group learning programs organising the human, physical and material resources required for learning and assessment Self-management working within policy and organisational frameworks managing work and work relationships adhering to ethical and legal responsibilities taking personal responsibility in the planning, delivery and review of training 8

10 being a role model for inclusiveness and demonstrating professionalism examining personal perceptions and attitudes Learning undertaking self-evaluation and reflection practices researching information and accessing policies and frameworks to maintain currency of skills and knowledge promoting a culture of learning in the workplace seeking feedback from colleagues facilitating individual, group-based and work-based learning Technology using technology to enhance outcomes, including online delivery and research using the internet using student information management systems to record assessments identifying and organising technology and equipment needs prior to training using a range of software, including presentation packages 9