Author: Alan Maguire

My advice to people who need to analyse or unpack a unit of competency is to highlight text and write text. But if you don’t know why you are highlighting, then you don’t know what to highlight. And if you don’t know why you are writing text, then you don’t know what text to write.

This article aims to demonstrate how to analyse or unpack a unit of competency and explain why we highlight and write text when we analyse or unpack a unit.

Introduction

I deliver the TAE40122 Certificate IV in Training and Assessment qualification. And frequently I find some people have difficulty understanding what they need to do to analyse or unpack units of competency.

The following shows the original BSBTEC201 Use business software applications unit of competency download from the training.gov.au website.

The next three examples show how some people have unpacked this unit.

Example 1

This example shows parts of the content being highlighted. However, this highlighting has no or limited value in analysing the unit.

Example 2

This example shows different colour highlighting has been used. However, this highlighting has limited value.

In this example, it also shows that the analysis is incomplete. There is no evidence (no highlighting) to show that the Foundation Skills, Knowledge Evidence or Performance Evidence have been analysed.

Example 3

This example shows general comments about the unit rather than an analysis of the unit’s content. In the black text boxes, I’ve tried to make it a bit easier to read the green highlighted text. These comments do not help analyse or unpack the contents of the unit.

The above examples are indicators that someone doesn’t yet understand why they are highlighting or writing text.

Why do we highlight or write text?

Units of competency are designed to be ambiguous. This ambiguity allows us to interpret and contextualise the unit to meet different situations and environments that occur in different workplaces.

What does ‘interpret’ mean?

To ‘interpret’ means to explain the meaning of something, to understand it in a particular way, or to translate it from one language to another. Units of competency have often been written in VET language, and we need to be translated into plain English or into words that are clear and unambiguous for ourselves and others to understand.

For example, let’s interpret ‘software applications’.

The first thing to notice is that it is plural rather than singular. In other words, more than one software application. Therefore, we can interpret ‘software applications’ to mean word processing application, spreadsheet application, presentation application, email application, etc.

What does ‘contextualise’ mean?

The verb ‘contextualise’ means to place something (like a word or piece of information) within a context. The main purpose is to make something clearer, easier to understand, or more relevant.

The BSBTEC201 Use business software applications unit of competency can be contextualised for workplaces that use different software applications.

For example, let’s contextualise ‘software applications’ for three different contexts.

Techniques used to analyse or unpack a unit

Start with a Microsoft Word version of the unit of competency downloaded from the training.gov.au website. Then use the following four techniques when analysing or unpacking the unit:

1. Highlighting

Use different coloured highlights to visually connect similar or related information. Conversely, use distinct coloured highlights to visually separate unrelated information. Essentially, you are using colours to highlight which pieces of information belong together and which do not.

2. Use shapes and lines

Shapes and lines can be used as an alternative or complement highlighting to visually connect related information or visually separate information that is not related. For example, you could draw a box around all related items or use a connecting line (like an arrow) to show the flow between them.

3. Numbering

Sequencing information

Use numbers to establish the logical sequence of information. For instance, even if the Performance Criteria aren’t listed in the order they’re executed, assigning numbers will clearly identify the correct, step-by-step progression (step 1, step 2, etc.).

Cross-referencing information

Also, to simplify cross-referencing information, we can assign a number to Foundation Skills, Knowledge Evidence, and Performance Evidence, as they are not currently numbered. For example:

• FS plus a sequential number to be allocated to each Foundation Skill (FS1, FS2, etc.)
• KE plus a sequential number to be allocated to each Knowledge Evidence (KE1, KE2, etc.
• PE plus a sequential number to be allocated to each Performance Evidence (PE1, PE2, etc.)

We do not need to number the Performance Criteria since they are already numbered (PC1.1, PC1.2, PC2.1, etc.)

This numbering system makes it easier to refer from one section to another without needing connecting lines.

4. Writing text

Add text in the downloaded Microsoft Word version of the unit of competency. The purpose of this text is to record your interpretations and contextualisation. Use red or blue coloured text so that your notes are easily visible and cannot be confused with the original black text of the download unit.

An example of an analysed or unpack unit

Here is an example showing how highlighting and text has been used to analyse a unit of competency. Visually, it obviously shows that the entire unit of competency and assessment requirements (from start to end) has been analysed.

The above example is a bit hard to see the details.

Here is the first page…

Here is the second page…

And here is the third page.

From the analysed or unpacked unit, we can begin to clarify the work task or tasks to be performed. The following is a task breakdown (step-by-step procedure) for the BSBTEC201 Use business software applications unit of competency.

Also, it is important to note that this unit requires a person to be competent at using at least three different software applications.

In conclusion

This article started with an explanation about why we highlight and write text when we analyse or unpack a unit. Then an example has been used to demonstrate how to analyse or unpack a unit of competency.

Units of competency are download from the training.gov.au website as a Microsoft Word file. The following Microsoft Word skills are required to analyse or unpack the unit:

• Enter text
• Change text colour
• Bold and un-bold text
• Use highlighter tool
• Change colour of highlighter
• Insert shapes (select text box, shape or line to be inserted)
• Change size, location, and colour of a text box, shapes and lines.

Units of competency vary. Each will need to be analysed or unpacked before we can determine the appropriate assessment methods and tasks, and then we can identify the training content and sequence to be delivered. The Australian VET system is competency-based and the ability to unpack a unit of competency is essential for all TAFE teachers, trainers and assessors working for RTOs.

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 with your TAE studies?

Ring Alan Maguire on 0493 065 396 to discuss.

Contact now!

Training trainers since 1986

Introduction

Recently, I came across the following image that I liked showing five presentation tools.

The copyright of this image is unknown. However, we can assume that copyright applies to this image and probably cannot be freely used.

How to make your own image

Let’s say we want to use this image. Also, let’s say that we want to amend the image by replacing ‘Infographics’ with ‘Whiteboard’.

Here is a demonstration showing how we can use Microsoft PowerPoint to recreate and amend the image. And once we have recreated the image, we have an image that we can freely use.

Step 1. Identify image structure

The first thing I did was to create the image structure by identifying of the key shapes and position of those shapes.

Next, I searched Flaticons to find a simple ‘toolbox’ image.

Removing the original image, reveals the image structure.

Step 2. Add details and style the image

The line thickness of the ‘toolbox’ has been used to determine the thickness of other lines. The aim is to give a visual consistency to the entire image.

The next thing is to source or create some additional visual elements to finish of the image.

The following shows the end result. The image is ready to be used in PowerPoint slides or inserted into a handout. Also, it is free for me to use without breaching copyright.

Step 3. Add colour, if required

Most of the images I use are black and white. My aim is to create a consistent and simple visual style. However, the following shows a coloured version of the image I have created.

In conclusion

The purpose of this article has been to show how an effective and copyright-free image can be quickly created. A picture is worth a thousand words. Visual communication improves understanding by presenting information in an easily digestible format. This allows for faster comprehension and better retention of complex ideas compared to text alone.

Do you need help with making your own images?

Are you a TAFE teacher or RTO trainer? Do you want to learn more about creating your own images to improve communication with your students?

Are you a TAFE or RTO manager? Do you want a group-based PD session designed to improve your trainers capability focused on creating images and developing teamwork?

Are you a TAE student studying for your TAE40122 Certificate IV in Training and Assessment? Do you need to create or customise learning materials, such as PowerPoint slides and handouts?

Please contact Alan Maguire on 0493 065 396 if you want to learn or develop your ability to quickly make your own images.

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 with your TAE studies?

Ring Alan Maguire on 0493 065 396 to discuss.

Contact now!

Training trainers since 1986

Description

The new Standards for RTOs 2025 has introduced a significant change to assessment validation. Instead of a fixed requirement determined by a statistically valid sample of assessments, RTOs are now required to adopt a risk-based approach to determine their validation sample size. This means the number of assessments validated will vary considerably across RTOs, reflecting their individual risk assessments.

Standard 1.5 (2) (c) from the Standards for RTOs 2025 states that an RTO must utilise a risk-based approach to determine:

• the components of the assessment system for a training product which are to be validated
• the sample size of assessments that are to be validated in respect of a particular training product.

This webinar explores a risk-based approach, focusing on a methodology that can be used to conduct risk assessments and determine the sample size for assessment validation.

Topics covered

• Introduction to the risk-based approach
• Selecting units to be validated
• Identifying risks
• Determining sample size.

A case study example shall be used to show how the risk-based methodology can be used to conduct a risk assessment and determine the sample size for assessment validation.

Who should attend

• RTO operational managers
• RTO compliance managers
• RTO compliance officers
• Assessment validation team leaders
• Assessment validation team members
• TAFE teachers, RTO trainers and assessors
• RTO course coordinators and administrators.

A Certificate of Attendance shall be provided. This can be used as evidence of Professional Development activity.

Webinar date

Wednesday 3rd of September 2025

Webinar start time

12:00pm (Australian Eastern Standard Time)

Webinar duration

1 hour

Webinar fee

$65

Payment is required prior to attendance. Please see the webinar enrolment form for details about how to pay.

Webinar enrolment form

Contact Alan Maguire on 0493 065 396 if you want to discuss or need further information.

Please join me in celebrating the 50th anniversary of Malcolm Knowles’ ‘Self-directed learning: A guide for learners and teachers.’ This small book was first published in 1975, and it is a foundational text in adult education and training, advocating for a learner-centred approach where individuals take responsibility for their own learning.

What is self-directed learning?

Malcolm Knowles defines self-directed learning as a process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes. This emphasises the learner’s active role and responsibility throughout the entire learning process.

Central to Malcolm Knowles’s work are his assumptions about adult learners, which differentiate adult education (andragogy) from child education (pedagogy).

What is the role of the teacher or trainer?

In the context of self-directed learning, the role of teacher or trainer shifts from a traditional teacher-centred to a “guide on the side.” The teacher or trainer becomes a facilitator, coach, or resource person who creates a safe and supportive psychological climate conducive to learning. Also, the teacher or trainer guides the learner through their learning process.

What has been Malcolm Knowles’ legacy?

Malcolm Knowles provides practical guidance for both learners and teachers or trainers on how to implement self-direct learning. His book, ‘Self-directed learning: A guide for learners and teachers’ includes practical guidance, checklists, and exercises to help individuals design and manage their self-directed learning journey.

Self-directed learning has had a profound impact on adult education and training, shifting the focus from simply transmitting knowledge to empowering individuals to take control of their learning. It highlights that adults learn more effectively and deeply when they are actively involved and intrinsically motivated. While acknowledging that there are situations where teacher-directed learning may be preferred, Malcom Knowles consistently emphasises learner responsibility and critical thought as essential for mature learning.

In conclusion

Fifty years has passed since Malcolm Knowles’ ‘Self-directed learning: A guide for learners and teachers’ was published. In today’s dynamic vocational education and training (VET) landscape, fostering independent, motivated learners is as crucial as ever. Malcolm Knowles’ little book provides the roadmap.

I bought the book about 35 years ago, and it is one of the best books that I have ever purchased. It is practical, and it is applicable to TAFE teachers, VET trainers, and anyone involved in adult education and training.

In 2025, Adult Learners’ Week in Australia is being celebrated from the 1st to 8th of September. This year I encourage you to also celebrate Malcolm Knowles’ contribution, in particular, his ‘Self-directed learning: A guide for learners and teachers.’

Cheers!

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 with your TAE studies?

Ring Alan Maguire on 0493 065 396 to discuss.

Contact now!

Training trainers since 1986

Early 2022, I wrote an article about ‘stackable’ skill sets and the TAE Training Package. At that time the Education Industry Reference Committee (IRC) was exploring skill sets that could be ‘stackable’. By the end of 2022, the TAE40122 Certificate IV in Training and Assessment qualification and several TAE Skill Sets were released. It was said that those TAE Skill Sets were ‘stackable’.

What are ‘stackable’ skill sets?

In the Australian VET system, ‘stackable’ skill sets refer to groupings of one or more units of competency that are less than a full qualification but address specific industry or licensing needs. These skill sets are designed to be flexible and allow individuals to gain targeted skills quickly, often as a stepping stone towards a full qualification. It is said that ‘stackable’ skill sets enable incremental skill development and recognition, supporting entry-level roles, upskilling existing workers, or allowing individuals to explore different career paths before committing to a longer program.

My experience with ‘stackable’ TAE skill sets

For the past two years I have been delivering the TAE40122 Certificate IV in Training and Assessment qualification that has been structured around TAE Skill Sets. The learners are from a wide range of industries, and they are people seeking future employment as a trainer or TAFE teacher. They had made the decision to undertake the full qualification because it is highly unlikely that would be employed by an RTO without being fully qualified.

The two major problems with delivering the TAE40122 qualification that has been structured around TAE Skill Sets are:

• Content is delivered in an illogical sequence
• Unnecessary duplication of content.

The delivery of the full TAE40122 qualification should not be structured around ‘stackable’ skill sets. Instead, it should be structured in a way that ensures content is delivered in a logical sequence and remove unnecessary duplication of content.

Selecting, sequencing and clustering units

Structuring the delivery of the TAE40122 qualification using ‘stackable’ TAE skill sets will create problems.

Each RTO delivering the TAE40122 qualification will still need to select appropriate units and deliver units in a logical sequence. And clustering units is important to give TAE Students a coherent learning pathway. TAE Skill Sets have a role to play, but they should not be used to structure the delivery of the full qualification. An RTO should disregard any structure implied by TAE Skill Sets when selecting, sequencing, and clustering units.

Further information and advice

As a TAE Tutor, I have seen how many RTOs structure the delivery of their TAE40122 qualification. Also, I have seen dreadful training and assessment resources that need to be significantly improved.

Are you an RTO delivering the TAE40122 Certificate IV in Training and Assessment qualification, and do you want more information about ensuring your training product is engaging and well-structured? Do you need to improve your training resources? Do you need your assessment tools validated?

Ring Alan Maguire on 0493 065 396.

Contact now!

Training trainers since 1986