40+ years experience as a trainer, instructional designer, quality manager, project manager, program manager, RTO auditor, RTO manager and VET adviser.
TAEDES411 Use nationally recognised training products to meet vocational training needs
TAEDES412 Design and develop plans for vocational training
TAEPDD401 Work effectively in the VET sector.
The above list is in alphabetical order for units codes.
About this article
This article focuses on the TAEASS413 Participate in assessment validation unit of competency.
This unit has three elements:
Prepare for validation activities
Participate in validation activities
Contribute to validation outcomes.
Assessment requirements for the TAEASS413 unit
Knowledge evidence
An assessment task will be required to gather the specified Knowledge Evidence. A TAE Student must demonstrate they have the following knowledge:
Legislative and VET regulatory requirements relating to assessing competence and participating in assessment validation activities
Key aspects of assessment validation
Key features of the RTO’s assessment system
Dimensions of competency and how they guide assessment practices
Key structure, functions and content of assessment tools
Key features of common assessment methods.
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?
The TAE40122 Certificate IV in Training and Assessment qualification was released on the 8th of December 2022. There are six core units of competency:
TAEASS412 Assess competence
TAEASS413 Participate in assessment validation
TAEDEL411 Facilitate vocational training
TAEDES411 Use nationally recognised training products to meet vocational training needs
TAEDES412 Design and develop plans for vocational training
TAEPDD401 Work effectively in the VET sector.
The above list is in alphabetical order for the unit codes.
About this article
This article focuses on the TAEASS412 Assess competence unit of competency.
This unit has six elements:
Plan and prepare to conduct assessment
Customise assessment process
Prepare candidate
Collect evidence
Make assessment judgement
Review assessment practice.
Assessment requirements for the TAEASS412 unit
Knowledge evidence
An assessment task will be required to gather the specified Knowledge Evidence. A TAE Student must demonstrate they have the following knowledge:
VET regulatory requirements relating to assessing competence
Assessment system policies and procedure
Competency-based assessment
Key content of training and assessment strategies related to assessing competence
Structure, content and application of units of competency relevant to assessing competence
Difference between assessment tools and assessment instruments
Key contents of assessment tools
Assessment purposes and contexts
Types of evidence
Assessment methods
Nature and scope of reasonable in assessment, when it applies and how to check and maintain the rigor of the assessment process
How the principles of assessment and rules of evidence guide the assessment process
Practices and methods that promote safe and inclusive assessment environments
Cultural sensitivity and equity and wellness considerations in assessment
WHS responsibilities relating to assessing competence.
Performance evidence
The volume of performance evidence will require the TAE Student to assess 5 different candidates against one unit of competency.
Assessment conditions
An RTO that plans to deliver the TAEASS412 Assess competence unit of competency will need to provide the TAE Student with the following:
RTO policies and procedure relating to assessing competence (TAEASS412 Performance Criteria 1.1)
Training and Assessment Strategy (TAS) that includes the unit of competency being assessed by the TAE Student (TAEASS412 Performance Criteria 1.2)
Assessment tool for the unit of competency being assessed by the TAE Student (TAEASS412 Performance Criteria 1.4) – and this assessment tool must be current and validated.
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?
I am regularly being asked, “should I upgrade to the new TAE40122 qualification?”
My initial response is, “it would be a very brave person to directly answer this question, and I am unsure if I am that brave”. I cannot give a short and direct answer, but I am happy to provide the following information so that people can make an informed decision.
Background
The TAE40122 Certificate IV in Training and Assessment qualification has replaced the TAE40116 Certificate IV in Training and Assessment qualification. Thankfully, the TAE40122 qualification has been deemed ‘equivalent to’ and the ‘successor of’ the TAE40116 qualification.
Qualifications are equivalent but units are not
The purpose of declaring the TAE40122 qualification as ‘equivalent to’ and the ‘successor of’ the TAE40116 qualification was to avoid creating a situation that would automatically require another TAE upgrade (like the upgrade from the TAE40110 qualification to the TAE40116 qualification).
The TAE40116 qualification required ten units of competency. The following chart compares the nine core units for the TAE40116 qualification with units for the TAE40122 qualification.
Only one unit of competency is equivalent (and it is not listed as a core unit for the TAE40122 qualification). This means that most TAE units of competency that people have attained are not equivalent.
It can get complicated for a person who wants to upgrade from the TAE40116 qualification to the TAE40122 qualification. There are several extra units required and many gaps because units from their TAE40116 qualification have been declared as ‘non-equivalent’. This means the opportunity for credit transfer is extremely limited. People may be able to apply for recognition of prior learning (RPL), but that will be dependent upon the person’s experience working for an RTO.
It will get more complicated for people wanting to upgrade from a TAE40110 qualification, and there are still some people who may want to upgrade from their TAA40104 qualification or BSZ40198 qualification.
What might create a situation that forces an upgrade?
The Standards for RTOs are the regulations that specify the credentials to be held by people delivering training and assessment services. Currently, the ‘TAE40116 Certificate IV in Training and Assessment or its successor’ is the specified credential.
The following is an extract from the Standards for RTOs, Schedule 1 that shows the details, and it shows the additional complexity for people who have the TAE40110 qualification instead of the TAE40116 qualification.
Upgrade is not required just because the qualification has changed
The change of qualification, from TAE40116 to TAE40122, does not automatically require a trainer or assessor working for an RTO to upgrade. This is because the TAE40122 qualification has been deemed the successor of the TAE40116 qualification.
What happens when the Standards for RTOs get changed?
The Standards for RTOs are being reviewed, and new Standards for RTOs are likely to be released during 2023. Currently, there are no details regarding the credentials that will be specified for trainers and assessors working for an RTO.
It is the Standards for RTOs that will determine if trainers or assessors will be required to upgrade their TAE qualification. We need to wait for the details.
Should I upgrade?
At the time when this article was written, 5th of December 2022, it is unnecessary to upgrade because the TAE40116 qualification is still the credential that is specified in current Standards for RTOs. Therefore, upgrading from the TAE40116 qualification to the TAE40122 qualification is discretionary, not mandatory if you want to continue working as a trainer or assessor for an RTO. However, some people may still want to explore if they should upgrade.
What will it cost to upgrade? And how much time and effort will it take to upgrade?
Will it be worth the time and money to upgrade?
Answers to these questions may vary for each individual, and the amount and type of experience they have had working for an RTO. A person may be able to apply for recognition of prior learning (RPL). A person may need to do ‘gap training’ to cover non-equivalent units and ‘full training’ to cover new units.
The process to determine the upgrade pathway is likely to be complex. The time and effort needed will depend on the amount of RPL and the number of gap units that an individual has. And the cost is likely to depend on the amount of training cover the number of new units and the number of gap units required by the individual.
As an exercise, you might like to try mapping the non-equivalent TAE units to identify the gaps. (Then again, you may not like to try this!)
Is a TAE40122 qualified trainer better than a TAE40116 qualified trainer?
Will you be a better trainer and assessor if you upgrade to the TAE40122 qualification? Probably not!
And when will the TAE40122 qualification be replaced? This seems like a strange question to be asking since the new TAE40122 Certificate IV and Training and Assessment qualification has just been endorsed. I am assuming that many people will complain about TAE40122 (for a wide variety of reasons). The Education IRC and their SSO cease to exist after the 31st of December 2022. The Industry Cluster that takes over the responsibility for the TAE Training Package will have no ‘ownership’ of the new TAE40122 qualification. And Skill Standards are planned to replace Units of Competency by mid-2024. We will probably be talking about a new qualification for trainers and assessors working for RTOs in the next two years. Therefore, another upgrade to be considered.
Please tell me, has this article provided you with useful information?
Two new TAE qualifications were approved by the Australian Industry Skills Committee (AISC) on the 8th of November 2022 and endorsed by Skills Ministers on the 18th of November 2022.
The two new TAE qualifications are:
TAE40122 Certificate IV in Training and Assessment (to replace the TAE40116 Certificate IV in Training and Assessment)
TAE50122 Diploma of Vocational Education and Training (to replace the TAE50116 Diploma of Vocational Education and Training and TAE50216 Diploma of Training Design and Development)
This article is focused on the TAE40116 Certificate IV in Training and Assessment, and its replacement.
TAE40116 Certificate IV in Training and Assessment
The TAE40116 Certificate IV in Training and Assessment has probably been the most hated qualification in the Australian VET system of all time. However, I am one of the few people that thought it was a reasonable qualification that had been designed for people wanting to enter the VET workforce as a trainer and assessor. But it does not matter what I think because many others loudly complained about the TAE40116 qualification.
Complaints included:
The TAE40116 qualification was not fit-for-purpose.
Irrelevant Units of Competency were included.
The TAEASS502 Design and develop assessment tools is a core unit for the qualification and it was too difficult for many TAE Students.
Sometimes it was difficult for TAE Students to assemble at least 8 people to be an audience for their group-based training sessions.
Some topics were not being covered.
In regards to this last complaint, many topics were covered by the Units of Competency but some RTOs delivering the TAE40116 qualification do not allocate training time to cover these topics. The problem was not with the design of the TAE40116 qualification. The problem was the way RTOs delivered their training programs.
TAE40122 Certificate IV in Training and Assessment
The TAE40122 qualification has done nothing to address the complaint that the Certificate IV in Training and Assessment is not fit-for-purpose. The qualification continues to be for entry-level VET teachers, trainers and assessors who will work for an RTO. Nothing has changed. Therefore, this complaint about the qualification being not fit-for-purpose is likely to continue into the future.
The TAE40122 qualification has increased the number of Units of Competency, from 10 units to 12 units. This increases the amount of assessments to be completed and increases the chances of irrelevant units needing to be delivered as part of the qualification. There are a range of units that many TAE Students will continue to find difficult, and many units have additional complexity. Therefore, the complaints about irrelevant and difficult units are likely to continue into the future.
The number of people needing to be assembled for delivery group-based training sessions has been reduced, from 8 people to 4 people. I am surprised that RTOs employing new TAE Graduates have thought that delivering 30-minute training sessions to 4 people was reflective of typical workplace requirements. Anyway, this requirement makes it easier for RTOs delivering the Certificate IV in Training and Assessment. Therefore, the complaints from RTOs delivering the Certificate IV in Training and Assessment should reduced. However, will RTOs employing new TAE Graduates be satisfied with the capabilities of new TAE Graduates? Will the complaints by RTOs employing new TAE Graduates increase?
Many TAE Students are dissatisfied with the way their TAE40116 Certificate IV in Training and Assessment qualification is delivered.
Overloaded with terminology and jargon
Complicated assessment instructions
Poor quality training materials
Limited or no training, or the pace is too fast
Poor quality trainer, or change of trainer because previous trainer leaves
Slow or no feedback, or feedback that is difficult to decipher.
Will RTOs delivering the TAE40122 Certificate IV in Training and Assessment qualification improve the quality of their training and assessment service? Time will tell. However, the additional complexity of some units is likely to make the TAE40122 qualification more difficult for the TAE Students. The duration of the TAE40122 qualification is likely to increase, and the cost may increase. Therefore, the complaints about the Certificate IV in Training and Assessment are likely to continue.
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?
I feel privileged to have had a brilliant career in vocational education and training (VET), and it is not over yet. After 35 years of working in VET , I felt that it was time to reflect on the path I’ve travelled.
My career has not been built on academic achievement or the attainment of qualifications. It has been built on making the most of opportunities, a strong work ethic, and the accomplishment of goals. I have worked as a trainer, instructional designer, project manager, quality manager, RTO auditor, program manager, RTO manager, and VET adviser.
Trainer
I was given structured training in how to train people while serving in the Australian Army Reserves during the early 1980s. At that time, I was working for Telecom Australia as a sales and customer services officer. And in 1986, I commenced working as a full-time role-model instructor. This job was for delivering sales, customer service, and product knowledge training.
As part of the selection interview process, I was required to deliver a mock training session. I was able to demonstrate good training structure, good interpersonal and communication skills, good use of training aids, good questioning techniques, etc. because of my previous training and experience in the Australian Army Reserves. The members of the selection panel were impressed. They asked if I could also deliver ‘Train-The-Trainer’, and I said yes.
A condition of employment as a full-time trainer was to undergo an accreditation process. Our performance as a trainer was observed by the training manager. An observation checklist covering a range of performance criteria was used. The following photo shows me and work colleagues graduating in 1996 as ‘accredited’ trainers.
For two years, I delivered sales and customer services training, product knowledge training (specialising in business phone systems), and trainer training. Also, I was involved in the design and development of these training programs.
I discovered a passion for reading non-fiction books about personnel effectiveness and training. Two books that influenced me in my early days as a trainer were:
How to be an effective trainer by Barry Smith and Brian Delahaye gave me the basics
The Winning Trainer by Julius Eitington gave me the insight into advanced facilitation skills
It was a privilege to have been given the opportunity to deliver the Train-The-Trainer training course to Victorian trainers employed by Telecom Australia. It allowed me to learn more deeply about how to design, develop, deliver, and evaluate training. And as a young person, in my mid-20s, I had found my vocation. It was at this time that I decided that ‘training’ would be my career.
Instructional designer
In 1988, I was promoted to the position of instructional designer. I was developing competencies and designing training programs for Telecom Australia’s national salesforce. Some influencers on me and my work were:
Dick and Carey’s systematic approach to instructional design
Donald Kirkpatrick’s four levels of training evaluation
John Keller’s ARCS model of motivational design
Telecom Australia’s Vision 2000 program
AT&T’s approach to training.
I became an avid listener to audio cassettes, especially when driving my car. Zig Ziglar, Denis Wailey, Tom Peters, Tony Robbins, and Stephen Covey were some of the people I would frequently listen to. I was constantly getting great information and positive ideas that I could implement.
I joined the Australian Institute of Training and Development (AITD) in 1989. First, I was chair of the membership committee and we introduced the AITD professional grading scheme. Then, I become treasurer and vice president of the Victorian Division, followed by acting as the president at a turbulent time when the Australian Human Resources Institute (AHRI) tried to takeover the AITD in the early 1990s. Founding members of the AITD become extremely active and the takeover was blocked. I learnt many things during this time including how to manage the proceedings at hostile meetings. Also, for a brief time, I was an AITD national director representing the Victorian Division.
In 1992, I was on a committee that reviewed the first competencies for Australian trainers: Category 1 and Category 2 for Workplace Trainer. This was at the beginning of today’s competency-based training and assessment system in Australia.
And it was the dawning of the ‘New Age’, and I become fascinated by accelerated learning methods and neuro-linguistic programming (NLP). This was a good excuse to increase my repertoire of training methods: more games, more fun, more butchers paper, more colour, mind maps, playing baroque and New Age music, meditations and self-reflections. But I should note that there can be a dark side to these powerful training methods.
Innovation and quality
In 1993, I was promoted to a role with the responsibility for conducting research and implementing innovation throughout Telstra’s training services. This included investigating and developing a range of training technologies and methodologies. It was great being at the leading edge of computer-based learning, learning management systems, learning centres, and using video conferencing for delivering training.
Also, this was at the time when there was a focus on improving quality. I had the opportunity to develop a quality management system for Telstra’s national training design and delivery unit. I continued to be an avid reader, and my learning and self-development was influenced by:
ISO9001:2000 Quality management systems and associated standards
The Team Handbook by Peter Scholtes and other contributors
Improving Performance by Geary Rummler and Alan Brahe
Kepnor Tregue’s project management methodology and tools.
During the mid-1990s, I discovered a little book that had been written by Malcolm Knolwes about 20 years earlier. This book’s title is, Self-directed learning: A guide for learners and teachers. For me, although small in size, this book contains important ideas about facilitating adult learning. Many people do not buy books these days. However, the internet has much information about andragogy, self-directed learning, and how self-directed learning can be applied in the digital age.
At this time, I was part of the management team, and my manager reported to the senior executive who reported directly to Telstra’s CEO. My work opportunities allowed me to hone my skills at operating professionally, and producing documents to the highest levels of corporate standards.
Project manager
Between 1997 to 2001, I was a senior project manager with the responsibly to lead some significant strategic projects, such as:
Design, development and implementation of training programs for engineers, technicians, and sales staff for Telstra’s first broadband internet service
Design, development and implementation of Telstra Values training program that had a target audience of more than 45,000 executives, managers, and employees across Australia and overseas.
RTO auditor
After 21 years in Telstra Corporation, I made my way to TAFE. I started working as an internal auditor and quality management consultant at Holmesglen Institute (of TAFE). My role as an RTO auditor allowed me to learn about VET compliance and the delivery of nationally recognised training for a wide-range of industry sectors.
Program manager
After a couple years at Holmesglen Institute, I was promoted into a commercial area with the responsibility to manage various programs, including traineeships.
Then, I moved from TAFE to Master Builders Association (of Victoria). And I had the responsibility for builder registration, management, leadership and other training programs relating to the building and construction industry.
RTO manager
From Master Builders, I moved to the Housing Industry Association as the training manager. During this time I had to opportunity to apply my capabilities at management, team leadership, compliance, establishing a budget and training calendar.
VET advisor
From the Housing Industry Association , I moved to the Australian Industry Group. During this time, I represented the education and training needs of industry and employers on a range of committees and working groups, including:
Represented industry on the FDF Training Package industry reference committee
Represented industry on the Australian Government’s National VET E-learning Strategy
Represented industry on Victorian industry training advisory boards (ITABs)
Represented industry on Victorian accredited and re-accredited courses committees
Represented industry on the committee that developed the Australian Government’s ‘Preparing Secondary Students for Work: A framework for vocational learning and VET delivered to secondary students’
Participated at federal and state minister roundtables.
My work covered such things as reforms to the VET system, apprenticeships, and VET in Schools. Also, I conducted training needs analysis for businesses seeking government funding from the Industry Skills Fund.
Training trainers
I started training trainer in 1986. Since then, I have trained countless number of trainers to become qualified. I have delivered the following:
TAA40104 Certificate IV in Training and Assessment
TAE40110 Certificate IV in Training and Assessment
TAE40116 Certificate IV in Training and Assessment
21697VIC Diploma of Vocational Education and Training Practice
TAA50104 Diploma of Training and Assessment
TAE50116 Diploma of Vocational Education and Training
It has been a privilege to work for industry associations, employer and employee associations. It has been a privilege to have been a part of the Australian VET system (be it a small part).
I have had military experience. I have worked for major corporations. I have worked for several TAFEs, and several private RTOs. I have worked for several industry associations. I have worked for employer and employee associations. And now I operate my own microbusiness.
My brilliant career
I feel that I have had a brilliant career in VET. And it is not over yet.
I am working towards leaving a legacy. Recently, my goal has been to design and develop the best training and assessment resources for the delivery of Certificate IV in Training and Assessment qualification. And I am regularly publishing information and ideas about VET from my On Target Work Skill website.
After 35 years experience, I feel privileged to be able to help the next generation of trainers to enter the VET workforce. It may seem that I have returned to where I had begun – as a trainer. But I am a better trainer now because of the vast experience that I have had.
Also, I have taken on a new role – as a tutor. I have established a TAE Tutoring service to help individuals who are struggling with their TAE studies. Many people can find that the Certificate IV in Training and Assessment qualification is difficult and they need assistance that their RTO is unable to provide.
The moral to my story is that it is possible to create your own career pathway based on work experience rather than the attainment of qualifications. My career progression has been based on a willingness to learn while working. The workplace is a great place to learn.
I am grateful for the opportunities that I have had. And I am looking forward to the future as I continue to learn more, do more, and share more.
On Target Work Skills 