IBSA Review of TAA40104 Training and

Assessment Training Package with a Revised Model for

Consideration

May 2009

Robert Bluer

Industry Manager - Education

Background

IBSA is the custodian for the Training and Assessment Training Package (TAA04 TP):

TAA40104 Certificate IV in Training and Assessment TAA50104 Diploma of Training and Assessment

Background

April 2008 Fitness for Purpose paper was prepared for the Certificate IV in Training and Assessment

The paper made a number of criticisms and recommendations

Proposed model focuses on providing an entry level qualification through well designed foundation units

TAA40104 Certificate IV in TAA

14 units (12 core plus 2 elective units from a defined list of 11 units)

Learning Environment:TAAENV401B Work effectively in VETTAAENV402B Foster and promote an inclusive learning cultureTAAAENV403B Ensure a safe and healthy learning environment

Learning Design:TAADES401B Use Training Packages to meet client needsTAADES402B Design and develop learning programs

Delivery and Facilitation:TAADEL401B Plan and organise group-based deliveryTAADEL404B Facilitate work-based learningTAADEL403B Facilitate individual learning

Assessment:TAAASS401C Plan and organise assessmentTAAASS402C Assess competenceTAAASS403B Develop assessment toolsTAAASS404B Participate in assessment validation

The Criticisms

1. The qualification includes no assessment of competencies related to the central task, the actual delivery of training, in its core units

2. The inclusion of the three Learning Environment units is not justifiable

3. The role of the elective units is unclear

4. The assessment units are inadequate for their purpose*

*Not raised in original discussion paper

The Criticisms

1. The qualification includes no assessment of competencies related to the actual delivery of training in its core units

− With some exceptions, all competencies currently referred to as ‘Delivery and Facilitation’ in the core are related to preparation and planning issues

− Trainees are required to design a task but are not required to deliver it

− A competent Trainer is one who can deliver, facilitate, support, monitor, review, evaluate and establish an environment conducive to learning; regardless of the mode of delivery

The Criticisms

2. The inclusion of the three Learning Environment units is not justifiable

− The role of these units is unclear, and it is difficult to discern their function from the reasons presented in the Package

− The learning environment field units are about the character and structures of VET, inclusion and OHS

− TAA40104 is a qualification for entry level to the task, these units are pitched inappropriately

The Criticisms

3. The role of the elective units is unclear

− The package does not contain a justification for the inclusion of a core/elective structure

− Other listings within the Training Package suggest developing some specific skill subsequent to initial training competence

− The package indicates that one of the two electives ‘can be selected from TAA50104 or any other Certificate IV’, thus suggesting that TAA40104 is viewed as a course of study, rather than competency standards-based training

The Criticisms

4. The assessment units are inadequate for their purpose*

− November 2008 the NQC’s VET Workforce Standing Committee undertook a scoping study on quality assessment in the VET sector

− The IBSA TAA Review will ascertain if there is a problem with the design of the assessment units, and if it is, to what extent it is true and how it can be rectified

*Not raised in original discussion paper

Group Discussion

Response to criticisms

A proposed model

Core Units:

− Recommendation: the three ‘Learning Environment Units’ should be deleted from the Certificate IV level Package

Learning Environment units – incorporate significant elements elsewhere and delete units

TAAENV401B Work effectively in VET TAAENV402B Foster and promote an inclusive learning culture TAAAENV403B Ensure a safe and healthy learning environment

Learning Environment units

Question: What are the important elements/performance criteria (if any) included in these units which must be incorporated elsewhere?

A proposed model

Core Units:

Learning Design units – no change

TAADES401B Use Training Packages to meet client needs

TAADES402B Design and develop learning programs

Group Discussion

Response to proposed model

A proposed model

Core Units: Recommendation: A unit devoted to competencies related to basic

delivery/facilitation performance skills should be included among the core units (i.e. TAADEL402B)

Delivery and Facilitation units - modify

TAADEL401B Plan and organise group-based delivery

TAADEL402B Facilitate group-based learningTAADEL404B Facilitate work-based learning

TAADEL402B Facilitate group-based learning replaces TAADEL403B Facilitate individual learning

A proposed model

TAADEL401B Plan and organise group-based delivery

Specific evidence requirements must include: the ability to transfer skills to different training environments and learner

groups evidence of the preparation of a minimum of two delivery plans:

− one of these delivery plans must address a learning program that is linked to competency standards or an accredited curricula

− one delivery plan should address the whole or substantial part of a learning program and contain session plans for a series of training sessions

assessment must also include evidence of both developing and contextualising learning activities for the delivery plan and of developing new learning materials such as handouts, overheads, etc., and organising the material and physical requirements for delivery

A proposed model

TAADEL402B Facilitate group-based learning

Specific evidence requirements must include:

the ability to transfer delivery and facilitation skills to different training environments and learner groups

evidence of the delivery, facilitation and review of a series of training sessions including at least two consecutive sessions that follow a learning program design:− at least one session (minimum) should be based on a learning

program that is derived from Training Package competency standards or accredited curricula

− at least one session must be based on using learning outcomes from another source

− at least one session must be delivered to a different learner group with evidence of how the characteristics and needs of this group were addressed

− at least one training session should be one hour minimum duration

A proposed model

TAADEL404B Facilitate work-based learning

Specific evidence requirements must include:

a minimum of two examples of developing work-based learning pathways, that includes:

− Identifying needs for learning− Analysing work practices, work environment and work activities− Organising and allocating work in a way that reflects the learning needs and

which provides effective learning opportunities through work processes

Delivery and Facilitation units

TAADEL401B Plan and organise group-based delivery

TAADEL402B Facilitate group-based learning

TAADEL404B Facilitate work-based learning

Question: Are these specific evidence requirements for the above three units adequate and appropriate, or should a different approach be taken?

Group Discussion

Response to question

A proposed model

Core Units:

Assessment units – no change, or – designate ASS403B as a diploma level unit and add to the elective units for TAA40104

TAAASS401C Plan and organise assessment

TAAASS402C Assess competenceTAAASS403B* Develop assessment toolsTAAASS404B Participate in assessment

validation

*AQTF 2007 does not require ASS403B

Assessment units

Group response:

− No change, or− Take up option to designate TAAASS403B

Develop Assessment Tools as a diploma level unit but make it available as an elective in TAA40104, or

− Incorporate elements of TAAASS403B in TAAASS401C

A proposed model

Recommendation: model qualification to meet context-specific delivery demands and incorporate electives that meet that purpose

Electives (choose one from the following list):

TAADEL403B Facilitate individual learning TAADEL405B Coordinate and facilitate distance based

learning TAADEL501B Facilitate e-learning TAALLN401B Address language, literacy and numeracy

issues within learning and assessment practice

(TAAASS403B Develop assessment tools)

Provide a criterion to justify the inclusion of electives in the structure of TAA40104

Electives

Group responseProposed elective model