40+ years experience as a trainer, instructional designer, quality manager, project manager, program manager, RTO auditor, RTO manager and VET adviser.
If you are a TAE40116 or TAE40122 Certificate IV in Training and Assessment student, you will be required to find, customise and use learning resources. A common learning resource is the training handout.
Creating professional and effective training handouts is crucial for ensuring that your learners grasps and retains the information you’re presenting. Here are seven strategies to help you develop high-quality training handouts.
Consistent formatting
Visual appeal
Organised structure
Engaging content
Clarity and simplicity
Include practical exercises
Headers and footers
1. Consistent formatting
Maintain a consistent and professional layout throughout the handout. Use a clean and readable font, appropriate font size, and consistent formatting for headings, subheadings, and bullet points.
The following illustrates the differences between three font types.
Usually, Microsoft Word uses the Calibri font and 11-point font size as the default settings. This is a clean and readable font, and the 11-point font size is likely to be appropriate for most situations.
Here are three general rules to enhance a handout’s readability:
Avoid the overuse of bold text, italic text, and underlined text
Use ‘left alignment’ for all headings and text
Don’t ‘justify’ the text.
The following are my recommendations for font type and size of headings, sub-headings and text.
2. Visual appeal
Incorporate visuals like charts, graphs, and images to enhance understanding. Ensure that visuals are relevant, high-quality, and contribute to the overall clarity of the content.
Don’t breach copyright.
Don’t use irrelevant images.
Don’t ‘decorate’ your handout.
Do use ‘white space’ to enhance the visual appeal and readability.
3. Organised structure
Organise information logically, following a clear structure. Use headings, subheadings, and bullet points to break down content into easily digestible sections. Consider a chronological order or a step-by-step approach.
4. Engaging content
Keep the content engaging by using a conversational tone and avoiding overly technical jargon. Include examples and real-life scenarios to illustrate key points and make the material relatable.
5. Clarity and simplicity
Ensure that your language is clear and concise. Avoid unnecessary complexity and use simple language to convey your message. Be mindful of the reading comprehension level of your learners.
6. Include practical exercises
Integrate practical exercises or activities within the handout. This encourages active participation and helps reinforce learning. Include space for participants to jot down their thoughts or answers.
7. Headers and footers
Use headers and footer for recording information about the handout, such as:
Title of handout
Unit code and title (if applicable)
Copyright or organisation’s details
Version number
Page number.
In conclusion
By adhering to these guidelines, you can create training handouts that are not only professional but also effective in facilitating a successful learning experience for your learners.
It is highly likely that a TAE40116 or TAE40122 Certificate IV in Training and Assessment student will be encouraged to develop training handouts using a word processing application, such as, Microsoft’s Word. I acknowledge that Word is not the only word processing application, but it is commonly used. You will likely need the ability to use key features and functions of Microsoft Word, such as:
Are you a doing the TAE40116 or TAE40122 Certificate IV in Training and Assessment, and are you struggling with your studies? Do you want help with your TAE studies?
Step 3. Customise or develop learning resources (Performance Criteria 2.2)
Step 4. Prepare learning environment and check equipment prior to use (Performance Criteria 3.1)
Step 5. Use presentation aids (Performance Criteria 3.4).
The above steps have referenced the relevant Performance Criteria from the TAEDEL411 Facilitate vocational training unit of competency. However, the development and use of learning resources is applicable to several TAE units of competency. Therefore, it is highly likely that a Certificate IV in Training and Assessment student will be required to develop and use learning resources many times throughout their training program.
Step 1. Search for existing learning resources
If you’re working for a training provider, you may have access to existing learning resources. And if you don’t have access to existing learning resources, you could search for learning resources on the internet. Some people think that they can freely use whatever resources they find on the internet. We must think that all resources are copyright. Some copyrighted resources can be freely used, but the use of many copyrighted resources is prohibited.
Step 2. Review learning resources
When reviewing learning resources before use, trainers should consider a variety of criteria to ensure the resources are effective, engaging, and appropriate for their learners. Here are some key aspects to consider.
Accuracy and currency: Does the information presented align with current industry standards and best practices? Are facts and figures reliable and verifiable?
Relevance and alignment: Does the content directly address the learning objectives and target the specific needs of the learners? Is it aligned with the unit of competency or training program?
Read-ability or usability: Is the information presented in a clear, concise, and well-organised manner? Are key concepts and ideas easily identified and understood?
Cost and availability: Is the resource readily available and affordable for the trainer and learners? Does it fall within budget constraints or licensing agreements?
In addition to the above criteria, check that copyright allows the resource to be used or customised.
Step 3. Customise or develop learning resources
The customisation or development of a learning resource can be time-consuming. Various factors will determine how much time it takes to create the learning resources to support the delivery of a training session. One factor is a person’s computer skills, such as:
Ability to use Microsoft Word for producing handouts
Ability to use Microsoft PowerPoint for producing presentation slides
Ability to ‘copy and paste’ and modify content from the internet
Ability to use artificial intelligence (AI) to generate content.
Handouts
Limit the size of your handout. A one, two or three-page handout may be sufficient for a 30-minute training session. However, the number of pages may be more than three, if required.
Here is a short list of qualities for a professional handout:
Heading at the top of the handout
Simple and consistent style and layout
Reference to unit of competency, if relevant
Photos, illustrations and diagrams, if appropriate
Page numbers and version number
Correct grammar and spelling.
Handouts can provide learners with information or can be used to support learning activities. Scenarios, case studies, research questions, discussion questions, quizzes and exercises are some of the ways a handout can become an activity sheet. A handout can be a combination of information and activities.
PowerPoint slides
It is highly likely that a Certificate IV in Training and Assessment student will be encouraged to develop and use a slide show presentation application, such as, Microsoft’s PowerPoint. I acknowledge that PowerPoint is not the only slide show presentation application, but it is commonly used.
Here is a short list of qualities for professional PowerPoint slides:
Heading at the top of each slide
Simple and consistent style and layout
Reference to unit of competency and version control
Key points (bullet points and sub-bullet points)
Icons, photos, illustrations and diagrams
Correct grammar and spelling.
PowerPoint can be used to quickly create a handout. For example, use the ‘Microsoft Print to PDF’ feature, and under ‘Settings’ select ‘Handouts (3 slides per page)’.
Step 4. Prepare learning environment and check equipment prior to use
It is a good idea to list the learning resources and equipment required for the training session. Also, it is a good idea to list the things to be done to prepare the learning environment before commencing the training session; for example:
Print sufficient copies of handouts
Ensure learning environment is clean, tidy and safe
Set up tables and chairs with an appropriate layout
Check projection equipment and speakers
Display the first PowerPoint slide.
You may want to add make coffee or fill up water bottle to your list.
The physical set up of the learning environment is not required when the training is delivered by a video conferencing application, such as, Zoom or Microsoft’s Teams. However, the trainer will need to ensure learners have access to the learning resources. This may include emailing information, documents or links to documents to the learner before commencing the training session.
Step 5. Use learning resources and presentation aids
The final step is to use the learning resources and presentation aids. After delivering your training session, it is a good practice to review the effectiveness of the learning resources and presentation aids we have used.
In conclusion
Finding existing learning resources can be difficult, and the customising or development of learning resources can be time-consuming.
If you are a Certificate IV in Training and Assessment student, my TAE tutoring service can save you time and help you develop effective learning resources to support the delivery of your 30-minute training sessions. I can assist you with internet search strategies to find existing learning resources. I can help you use the main features and functions of Microsoft Word to develop handouts and activity sheets. And I can help you use the main features and functions of PowerPoint to develop and display information. I can help you learn:
How to use Microsoft Word for producing handouts
How to use Microsoft PowerPoint for producing presentation slides
How to ‘copy and paste’ and modify content from the internet
How to use artificial intelligence (AI) to generate content.
Do you need help with your TAE studies?
Are you a doing the TAE40122 Certificate IV in Training and Assessment, and are you struggling with your studies? Do you want help with your TAE studies?
There are more than 100 Registered Training Providers (RTOs) that are able to deliver the TAE40122 Certificate IV in Training and Assessment qualification. And each RTO can deliver a different product, for example:
Different costs
Different duration
Different training methods
Different elective units of competency.
Many people shop around for the cheapest training with the shortest duration. Price and duration are only two things to consider when shopping for a suitable TAE40122 course. This article explores many factors to consider before deciding which RTO to select.
Cost
Some RTOs offer the TAE40122 course cheaper than other RTOs, and some RTOs offer the course for free. A free course that saves a person thousands of dollars is extremely desirable, but some students have had bad experiences with their free course – including poor quality materials to use, insufficient training, and lack of support. Be cautious of cheap or free TAE40122 courses because cheap or free is not an indicator of quality.
Quality
There is no official or credible source of information about which RTOs deliver a quality service. Many people shop around on the internet before selecting an RTO. However, a good website does not automatically mean that the TAE40122 course will be good. A recommendation from a trusted friend or family member may be valuable but the quality delivered by an RTO can be variable. A student may experience good quality from an RTO, while another student with the same RTO may experience bad quality of training and assessment services – this includes poor quality training and assessment materials.
Method of training delivery
Some people prefer self-paced online training, while others prefer group-based training delivered by a trainer. These days group-based training can be delivered in a training room or via video conference application, such as, Zoom or Microsoft’s Teams. Also, it has become common for the training to be delivered using a mix of delivery methods – some of the training is self-paced learning and some group-based training delivered by a trainer. Everyone will have their own preferences and unique circumstances to consider, for example:
Do you have adequate computer skills to undertake online training?
Do you have the motivation and discipline to undertake self-paced training?
Do you prefer guidance from a trainer? And do you prefer to learn with others?
What delivery method best suits your busy family and work commitments?
Location of training delivery
Location of training delivery is not a concern for people undertaking a self-paced online training or training delivered via video conference application. However, location becomes important for people who are wanting to attend training. A local location with access to public transport or onsite parking is desirable. Another consideration is whether the parking is free or not. Paid parking adds to the cost of the training.
Time and amount of training
After considering preferred delivery methods and preferred delivery location, we may then consider time – including the amount of training provided by the RTO which influences the duration of the training course.
How is training delivered?
Where is training delivered?
When and how long is the training?
The start date of the training can be important. The number of training days to be attended can be important. And the total period of time between the first and the last training day can be important.
The amount of training days offered by an RTO can range from none to many. Many people will shop around for a TAE40122 course with the shortest duration. For example, some people like the idea of attending a two-week intensive training course. This is equal to 10 days of training, but this approach requires a lot more time and effort after the training to complete assessment tasks without regular guidance from a trainer or interaction with other students.
Another RTO might deliver the course with 25 or more days of training scheduled over 6 or more months. Usually, this approach requires attendance at one training day each week, but the learner would have regular access to a trainer for guidance during the entire course. The training day could be a weekday, or some RTOs will deliver on Saturdays. The training schedule may include breaks – this means that some weeks do not have a training day scheduled. An alternative to attending one training day each week, is attending evening classes. Usually, two evening classes is equivalent to one training day. Evening classes may be once or twice a week.
Online self-paced training usually have a 12-month enrolment period and this approach may not require the need to attend training days.
Getting sufficient training is a key success factor. Many RTOs tend to minimise the amount of training they deliver. This minimses the cost of delivery and maximises profit for the RTO.
Learner support
Many people find the Certificate IV in Training and Assessment qualification very demanding. It can be difficult, and it will require considerable time and effort to complete. It is highly likely that all RTOs will say that they provide excellent support to their students. This promise is not always delivered. Be cautious of recommendations from RTO owners, RTO managers and RTO staff about their own RTO. Also, the level of support or standard of support is variable. A student may experience good support from an RTO, while another student with the same RTO may experience insufficient or poor support.
In conclusion
Many people who commence their Certificate IV in Training and Assessment qualification do not complete it. There are a range of reasons why this occurs. From my experience as a TAE Trainer and TAE Tutor, I believe that most non-completion is usually caused by the RTO:
Insufficient or no training
Lack of individualised support
No or slow response to requests for help
Complicated or confusing assessment tasks.
If you want or need help while studying for your Certificate IV in Training and Assessment qualification, please contact me to discuss my TAE tutoring service. I have helped people who have lost their motivation or are so frustrated that they want to quit. I have helped people who have difficulties understanding or progressing their assessment tasks. And I have helped people who want to speed up their progress or are running out of time to complete their assessments before their enrolment period ends.
Do you need help with your TAE studies?
Are you a doing the TAE40122 Certificate IV in Training and Assessment, and are you struggling with your studies? Do you want help with your TAE studies?
One of the core units of the TAE40116 Certificate IV in Training and Assessment qualification was the TAEASS502 Design and develop assessment tools unit of competency.
In the new TAE40122 Certificate IV in Training and Assessment qualification, the TAEASS512 Design and develop assessment tools unit of competency is no longer a core unit, and it is unlikely to be offered by RTOs to their TAE40122 students.
Does a trainer or TAFE teacher need the capability to design and develop an assessment tool?
Many trainers and TAFE teachers delivering the TAE40116 qualification struggled with helping their TAE40116 students learn how to design and develop assessment tools. Sometimes, this was due to a lack of time allocated for training by the RTO. And sometimes, the trainer or TAFE teacher didn’t have the capability to deliver the training on how to design and develop assessment tools. The consequence was that TAE40116 students struggled with learning and completing their assessments relating to the design and development of assessment tools. Many TAE40116 students raised their concerns or made complaints. This situation was fed into the review of the TAE40116 qualification and the subsequent development of the TAE40122 qualification.
Some RTOs delivering the TAE40116 qualification, or people working for those RTOs, said that the ‘Design and develop assessment tools’ unit of competency should no longer be a core unit for the Certificate IV in Training and Assessment qualification. This was based on TAE40116 students finding it difficult and complaining, but an argument was put that trainers and TAFE teachers didn’t need to design and develop assessment tools, therefore, the ‘Design and develop assessment tools’ unit of competency was not needed to be covered by the Certificate IV in Training and Assessment qualification.
Do employers of qualified trainers and TAFE teachers want them to have the capability to design and develop an assessment tool?
During 2023, I have seen many assessment tools used by many RTOs, and many have of these assessment tools have been non-compliant and of poor-quality. I believe the capability of designing and developing assessment tools is urgently needed. I am unsure if employers of trainers and TAFE teachers were asked during the review of the TAE40116 qualification and the subsequent development of the TAE40122 qualification if the capability of designing and developing assessment tools was needed. I believe that no job analysis or skills needs analysis was conducted by the Education IRC. Instead, misinformed people and people with vested interests were able to influence the design of the TAE40122 qualification.
Some RTOs delivering the TAE40116 qualification, or people working for those RTOs, and others, were able to get the ‘Design and develop assessment tools’ unit of competency removed as a core unit for the TAE40122 qualification. This should result in RTOs delivering the Certificate IV in Training and Assessment qualification getting less complaints from their students. However, the VET system will suffer because less of the VET workforce will have the capability to design and develop assessment tools – a critical skills to ensure quality outcomes in the Australian VET system. It is an issue today, and we can expect it to become a VET system failure in the future.
Looking forward, looking back
The following information provides the background and evolution of the ‘Design and develop assessment tools’ unit of competency. It starts in 1992, when Australia began to implement it’s current competency-based training system.
1992
In 1992, the Category 2 Workplace Trainer Competency Standards were released. A core requirement was ‘Develop simple assessment tools’.
This was a time before Training Packages, and it preceded the Australian Qualification Framework (AQF). However, the Category 2 Workplace Trainer Competency Standards evolved into the BSZ40198 Certificate IV in Assessment and Workplace Training qualification. Therefore, in the language that we use today, the ‘Develop simple assessment tools’ was at the ‘AQF Level 4’.
1998
In 1998, the BSZ507A Develop assessment tools unit of competency was released as an elective unit for the BSZ50198 Diploma of Training and Assessment Systems qualification.
This means the word ‘simple’ was removed form the unit’s title and that the ‘Develop assessment tools’ was reclassified at the ‘AQF Level 5’
2004
In 2004, the TAAASS403A Develop assessment tools unit of competency was released as a core unit for the TAA40104 Certificate IV in Training and Assessment qualification.
This means that the ‘Develop assessment tools’ was reclassified again. This time it was at reclassified at the ‘AQF Level 4’. Also, this means that it had been identified as a skill required by trainers and TAFE teachers.
2010
In 2010, the TAEASS502A Design and develop assessment tools unit of competency was released as an elective unit for the TAE40110 Certificate IV in Training and Assessment qualification and a core unit for the TAE50111 Diploma of Vocational Education and Training qualification.
Re-classification of the unit to be ‘AQF Level 5’ instead of ‘AQF Level 4’ indicated that a higher level of skill is required to develop quality and compliant assessment tools.
2016
Australian Skills Quality Authority (ASQA), the national VET regulator, had conducted many audits and strategic reviews between 2013 and 2016, and it had identified that many RTOs used non-compliant and poor-quality assessment tools. During the review of the TAE40110 qualification and the subsequent development of the TAE40116 qualification, ASQA demanded that the ‘Design and develop assessment tools’ become a core unit for the new Certificate IV in Training and Assessment qualification. The aim was to ensure the VET workforce had the capability to address this critical issue – a significant threat to the Australian VET system.
In 2016, the unit was re-released using the new format for units of competency. The unit’s code and title became TAEASS502 Design and develop assessment tools and it was a core unit for the TAE40116 Certificate IV in Training and Assessment qualification.
2022
During the review of the TAE40116 qualification and the subsequent development of the TAE40122 qualification, ASQA decide to no longer argue for the ‘Design and develop assessment tools’ to remain a core unit for the new Certificate IV in Training and Assessment qualification. ASQA was probably wanting to distance itself from the distress and dissatisfaction associated with the TAE40116 Certificate IV in Training and Assessment qualification. The TAE40116 qualification is the all-time most hated qualification in the Australian VET system.
In 2022, the TAEASS512 Design and develop assessment tools unit of competency was released as an elective unit for the TAE40122 Certificate IV in Training and Assessment qualification and an elective unit for the TAE50122 Diploma of Vocational Education and Training qualification.
As from 2022, it is possible for a trainer or TAFE teacher to attained their Certificate IV in Training and Assessment and Diploma of Vocational Education and Training qualifications without learning how to design and develop assessment tools.
Does it matter what ‘AQF level’ a unit is?
Technically speaking, qualifications have an AQF Level – and units of competency do not. For this reason, some Training Packages have removed reference to ‘AQF Level’ from the unit’s code. The following are three examples from the HLT Health Training Package.
Notice that the first number in the unit’s code has been changed to be a zero.
Previously, the unit codes for the above three HLT units provided an indication of the indicative skill level. It indicated if the unit was at a lower or higher skill level. The current coding of the same three units does not indicate the indicative skill level. However, the ‘zero’ does not alter the fact that different units are at a different skill level.
It is not unusual for a qualification to have units of competency with different skill levels. The above three HLT units are core units of the HLT54121 Diploma of Nursing qualification.
In conclusion
I acknowledge that the development of quality and compliant assessment tools can be difficult and time-consuming. However, there is no impediment having an ‘AQF Level 5’ unit as part of an AQF Level 4 qualification. Some people argue that since the TAEASS512 Design and develop assessment tools unit of competency is at the ‘AQF Level 5’, it should only be in the Diploma and not in the Certificate IV. This is nonsense. If a trainer or TAFE teacher needs particular competencies to perform their job, then those competencies should be part of their qualification – regardless of unit’s ‘AQF Level’.
The critical issue of non-compliant and poor-quality assessment tools has been repeatedly identified during various audits and strategic reviews conduct by ASQA. This issue has not yet been resolved. I believe RTOs need trainers and TAFE teachers with the skills to develop simple assessment tools. This means that trainers and TAFE teachers should be able to develop questions to gather knowledge evidence and checklists to gather performance evidence. These skills are what were identified 25 years ago, and they are the skills still required today.
RTOs delivering the TAE40122 Certificate IV in Training and Assessment qualification are unlikely to offer the TAEASS512 Design and develop assessment tools unit of competency. Therefore, the typical TAE40122 graduate is unlikely to have the capability to develop simple assessment tools. Without these skills the quality of the entire VET system is at risk.
Do you need help with your TAE studies?
Are you a doing the TAE40122 Certificate IV in Training and Assessment, and are you struggling with your studies? Do you need help to learn how to design and develop assessment tools? Do you want help with your TAE studies?
On Target Work Skills 