Author: Alan Maguire

40+ years experience as a trainer, instructional designer, quality manager, project manager, program manager, RTO auditor, RTO manager and VET adviser.

Prepare for assessment validation by unpacking the unit

We will unpack a unit of competency as a starting point for various activities, such as:

  • Designing and developing competency-based assessment
  • Designing and developing competency-based training
  • Preparing for assessment validation.

The unpacking of a unit of competency will be slightly different depending on what activity we are doing. In this article, I will focus on unpacking units of competency when we are preparing to conduct assessment validation.

Unpacking units of competency when preparing for assessment validation

‘Unpacking’ means reading, analysing, and understanding the contents of a unit of competency. Here is a 4-step process that can be used to unpack a unit of competency when preparing for assessment validation:

  • Step 1. Read the Application statement
  • Step 2. Check the Performance Evidence
  • Step 3. Check the Assessment Conditions
  • Step 4. Quick review of the Elements and Performance Criteria.

Step 1. Read the Application statement

The Application statement is often a summary of the elements of competency. This can give us a quick overview of the unit of competency. Also, other useful contextual information may be found in the Application statement.

Example 1. BSBCMM411 Make presentations

In the following example, the Application statement uses the elements of competency to give an overview of the unit of competency.

Example 2. CHCECE037 Support children to connect with the natural environment

In the following example, the Application statement includes three relevant pieces of information about this unit of competency.

Nowhere else in the unit does it refer to the curriculum planning process. This is the first important piece of contextual information. A second piece of contextual information refers to the early childcare educator performing work under the guidance of others. And a third piece of contextual information refers to performing work in accordance with relevant legislation and industry standards. Early childcare and education is a highly regulated industry.

Step 2. Check the Performance Evidence

The Performance Evidence will consist of essential evidence of performance that must be gathered. You can use the following questions to identify relevant evidence requirements.

  • Is the quantity of performance evidence specified?
  • Is the type of performance evidence specified?
  • Are Foundation Skills accessible items?

Example 3. BSBCMM411 Make presentations

In the following example, a quantity of performance evidence is specified. It requires evidence that at least two presentations. Also, the presentations must be different.

Therefore, during the assessment validation we will be checking that there is performance evidence of at least two presentations is planned to be gathered (pre-assessment validation) or has been gathered (post-assessment validation). And checking that the presentations are different.

Example 4. CHCECE037 Support children to connect with the natural environment

In the following example, a quantity and type of performance evidence is specified. It requires performance evidence to be gathered on three occasions. At least one of those occasions must involve Aboriginal and/or Torres Strait Islander peoples’ use of the natural environment. Also, at least one occasion must be indoors and at least one occasion must be outdoors.

Therefore, during the assessment validation we will be checking that the specified quantity and type of performance evidence is planned to be gathered (pre-assessment validation) or has been gathered (post-assessment validation).

Example 5. SITHCCC025 Prepare and present sandwiches

In the following example, it shows a very detailed specification relating to the quantity and type of performance evidence. Also, it includes other details such as completing the task within commercial time constraints.

Therefore, during the assessment validation we will be checking that the specified performance evidence is planned to be gathered (pre-assessment validation) or has been gathered (post-assessment validation).

Example 6. BSBCMM411 Make presentations

Some units of competency may specify that Foundation Skills are accessible items. In the following example, it states that performance evidence relating to elements, performance criteria and foundation skills must be gathered.

Therefore, during the assessment validation we will be checking that evidence of all specified Foundation Skills are planned to be gathered (pre-assessment validation) or has been gathered (post-assessment validation). This is in addition to checking that evidence of all Performance Criteria are planned to be gathered (pre-assessment validation) or has been gathered (post-assessment validation).

Example 7. CHCECE037 Support children to connect with the natural environment

In the following example, it does not state that performance evidence relating to Foundation Skills must be gathered.

This is an example when there is no information about Foundation Skills being assessable items. We may need to check our RTO’s policies and procedures to determine if Foundation Skills are to be assessed.

Step 3. Check the Assessment Conditions

The Assessment Conditions may consist of relevant information to be checked during assessment validation. You can use the following questions to identify any relevant requirements.

  • Is the location for performing assessment tasks specified?
  • Is the access to equipment, materials, or other resources specified?
  • Is a method of assessment specified?
  • Do assessors need to satisfy any specified requirements?

Example 8. BSBCMM411 Make presentations

In the following example, the Assessment Conditions permit the performance specified by the unit of competency to occur in a workplace or simulated workplace. It is important to note that the simulated workplace must have conditions that are typical of those in a real workplace.

Example 9. CHCECE037 Support children to connect with the natural environment

In the following example, the Assessment Conditions states that the performance specified by the unit of competency must occur in a workplace. The workplace must be a regulated children’s education and care service, and it must be in Australia. Also, it should be noted that there must be children involved.

Therefore, during the assessment validation we will be checking that the assessment has occurred in a regulated children’s education and care service in Australia, and children were involved.

Example 10. SITHCCC025 Prepare and present sandwiches

In the following example, the Assessment Conditions permit the performance specified by the unit of competency to occur in a workplace or simulated workplace. It should be noted that the simulated workplace needs to be an industry-realistic kitchen, and it must be serving customers.

Therefore, during the assessment validation we will be checking that assessment has occurred in an operational commercial kitchen.

Example 11. SITHCCC025 Prepare and present sandwiches

In the following example, the Assessment Conditions has a very long list of items that must be available in the operational commercial kitchen for the assessment.

Therefore, during the assessment validation we will be checking that assessment has occurred in an operational commercial kitchen with access to all listed items of equipment, materials and other resources.

Example 12. CHCECE037 Support children to connect with the natural environment

In the following example, the unit of competency that specifies methods of gathering evidence.

Therefore, during the assessment validation we will be check that at least one occasion has been directly observed by the assessor. Also, we will check that observations and third-party reports are supplemented by other forms of evidence.

Example 13. SITHCCC025 Prepare and present sandwiches

In the following example, the Assessment Conditions specify additional requirements for assessors.

Therefore, during the assessment validation we will be checking that the assessors comply with the specified requirements to be an assessor.

Step 4. Quick review of the Elements and Performance Criteria

When preparing to conduct an assessment validation, I will not spend much time reading the Elements, Performance Criteria, Foundation Skills or Knowledge Evidence. This is because I will be spending a lot of time checking these in detail during the assessment validation.

However, it is worthwhile to quickly review the Elements and Performance Criteria. You may find something relevant without getting into the details. For example:

  • Is the unit describing the performance of one work task?
  • Is the unit describing the performance of more than one work task?
  • Is the unit describing a behavioural or interpersonal skill?
  • Is the unit primarily describing knowledge?

In conclusion

Effectively ‘unpacking’ a unit of competency is an essential activity in preparing for thorough and meaningful assessment validation. The outlined four-step approach provides a practical framework for this crucial preparatory work. By methodically reading the Application statement (Step 1), checking the Performance Evidence and Assessment Conditions through targeted questions (Steps 2 and 3), and conducting a preliminary review of the Elements and Performance Criteria (Step 4), assessment validators can gain a crucial understanding of the unit’s scope and requirements.

In short, taking the time to understand the unit first makes assessment validation clearer and more effective.

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!

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Training trainers since 1986

Have you visited On Target Work Skills website lately?

Introduction to AI Overview

In Australia, Google introduced an AI Overview in the later part of 2024. The overviews are designed to be concise, providing a snapshot of relevant information on the queried topic. The feature also includes prominent links to source content, ensuring that users can access more in-depth information directly from authoritative websites. [1]

Content publishers raised concerns about potential decline in their website traffic, worrying that users might opt for AI-generated summaries instead of clicking through to the original sources. To address this, Google responded by putting strategies in place to give greater prominence to links within AI Overviews, aiming to balance providing convenient summaries for users and supporting the needs of content creators. [1]

The following example shows the results of a Google search for ‘dimensions of competency’.

In the above example, my On Target Work Skills website has been used to generate the AI Overview. Can you spot my logo? I am glad that my website has been used; however, people may not visit my website if they find the AI Overview is sufficient.

Concerns have been raised regarding the AI Overview feature. Critics argue that relying on AI-generated summaries could spread inaccuracies or oversimplify complex topics. Additionally, there’s worry about the ethical considerations of AI aggregating content, particularly concerning its impact on intellectual property rights and the visibility of smaller content providers. [1]

What’s a Zero-Click search?

The AI Overview leads to what is known as a Zero-Click search. A Zero-Click search occurs when a web browser, such as Google, displays the response to a user’s query at the top of the page, that does not lead to a click. The ‘click’ represents the user visiting the website of the publisher of the content. [2]

The following is an example. I used Google to search ‘Zero-Click search’ and got the following response.

In the example above, the AI Overview quickly provided a concise summary. Also, the links to the source of the information were provided but I got what I need and didn’t ‘click’ on any links to find out more. In the above example, it stated that nearly 60% of Google searches end without a click in 2024.

I am a sole trader who has spent years developing my On Target Work Skills website, and I continue to regularly publish content. Traffic to my website is extremely important to my operations. Unfortunately, since the introduction of AI Overview my website traffic has nearly halved compared to my statistics from the past few years. Less people are visiting my website.

In conclusion

Have you visited my On Target Work Skills website lately? You may have recently found me and my website, or you may have known me for many years. I use my website to publish information about:

  • TAE Training Package
  • Certificate IV in Training and Assessment
  • Australia’s vocational education and training system.

You are cordially invited to visit my On Target Work Skills website, and use the search function to explore topics of interest to you.

Are you seeking particular TAE or VET information that you can’t find on my website? Let me know and I’ll see if I can help.

References

[1] https://en.wikipedia.org/wiki/AI_Overviews accessed 19 May 2025

[2] AI Overviews generated by Google.

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!

logo otws

Training trainers since 1986

Why is the TAE40122 Certificate IV in Training and Assessment difficult?

Many people undertaking the TAE40122 Certificate IV in Training and Assessment qualification find it difficult. Here are six reasons why.

1. High volume of learning

The Australian Qualifications Framework (AQF) indicates that a Certificate IV typically requires 600 to 2400 hours of learning. Even with prior experience, a significant time commitment is necessary. Training providers often recommend around 10 to 12 hours of study per week for a 6-month duration. And sometimes the duration is greater than 6 months.

2. In-depth knowledge requirements

The TAE40122 qualification demands a significant amount of knowledge, especially regarding the VET sector’s unique requirements and terminology. Furthermore, learning, navigating, and complying with the VET regulatory framework adds complexity.

3. Complex assessment tasks

Assessment instructions can be overly precise and detailed, paradoxically leading to confusion and making it difficult for learners to understand what is required. Also, the emphasis on simply completing assessment tasks can overshadow the importance of meaningful learning.

4. Emphasis on VET-specific skills

The qualification is heavily focused on the VET sector. Individuals without prior experience in this sector might find the specific terminology, regulations, and practices challenging to grasp.

5. Insufficient training and support

Some training providers may provide inadequate training, with brief or superficial sessions that don’t fully equip learners with the necessary knowledge and skills. Insufficient or non-existent support can leave learners feeling lost and struggling to understand requirements.

6. Repetitive content

The structure of the qualification, with multiple units having overlapping requirements, can lead to repetition in learning and assessment, which some learners find tedious and frustrating.

In conclusion

The TAE40122 Certificate IV in Training and Assessment demands a significant commitment to learning, a strong grasp of VET-specific knowledge and regulations, and the ability to effectively perform a range of training and assessment tasks. Many people did not know, or did not expect, the TAE40122 qualification to be difficult. They can be shocked by how difficult it is.

Many people find it difficult. Many people find it extremely time-consuming. And many people get confused and frustrated. Are you one of those people?

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!

logo otws

Training trainers since 1986

TAE40122: Does group size matter?

During the first week of May 2025, I conducted a LinkedIn poll asking people who work for a TAFE or other types of RTO the following question, “What is the typical size of a group of learners?”

Here are the results.

The results of this poll would indicate that a competent trainer working in the Australian VET sector should have the ability to deliver training to a group of at least 9 learners.

The TAE40122 Certificate IV in Training and Assessment is the current qualification designed for trainers working in the Australian VET sector. It requires a person to have the ability to deliver training to a group of 4 learners. This group size is significantly less than what’s required. More than 80% of the poll respondents said that the typical group size is more than 9 learners.

Why is there a discrepancy relating to group size?

The following table shows the history of group size requirements for the current and previous two Certificate IV in Training and Assessment qualifications.

In 2010, the TAE40110 Certificate IV in Training and Assessment did not specify a group size. There was significant inconsistency relating to group size because each RTO delivering the qualification determined what was an acceptable group size. The committee with the responsibility for updating the qualification had to determine what was a group size that would be relevant for trainers working in the Australian VET sector. It decided that the minimum group size would be 8 learners. Therefore, in 2016, the TAE40116 Certificate IV in Training and Assessment specified that a trainer should have the ability to deliver training to a group of at least 8 learners.

The next committee (different to the previous committee) with the responsibility for updating the qualification received submissions from RTOs delivering the qualification saying that it was often difficult for their learners to organise at least 8 people, being the specified group size. This is not a valid reason for reducing group size. Group size should be determined by the realistic requirements of performing the role of a trainer. Trainers working for a TAFE or other types of RTO will typically be expected to delivery training to nine or more learners.

Anyway, in 2022, the TAE40122 Certificate IV in Training and Assessment specified that a trainer should have the ability to deliver to a group of at least 4 learners. This group size is significantly less than what’s required to perform the job. Competency is defined as the consistency application of knowledge and skills to the standard of performance required in the workplace. Hence, a competent trainer should be able to delivery training to at least 9 learners, and the current TAE40122 qualification does not represent this reality.

Sadly, many newly trained TAE40122 graduates will not have the ability to perform the role of trainer. They will not be work-ready. This isn’t how the Australian VET system should work.

Does group size matter?

Group size does matter. Communication complexity and the impact of other challengers increases with increased group size.

Communication complexity

The following dramatically shows how communication complexity increases with the increased number of people.

The greater number of people, the greater number of lines of communication. And the greater number of lines of communication, the greater the communication complexity.

The following shows the increasing communication complexity for 5 people, 9 people, and 17 people.

In the above table, the complexity of training 8 learners compared with training 4 learners is more than threefold. And the complexity of training 16 learners compared with training 8 learners is again more than threefold.

It is important to note that 33% of poll respondents said that trainers had to deliver training to group sizes greater than 16 learners. This tells us that trainers need the ability to deliver training in learning environments with high communication complexity. This performance standard is not adequately addressed by the current TAE40122 Certificate IV in Training and Assessment qualification. Also worth noting, is that more than 80% of the poll respondents said that trainers had group sizes greater than 8 learners. The current training of people entering the Australian VET workforce as trainers is inadequate.

Impact of other challengers

A group of 4 learners is a small group. The challengers associated with training a small group are limited compared with training a typical group size. My LinkedIn poll indicates that a typical group size is greater than 9 learners, and in many cases, it is greater than 16 learners.

Increasing group size in training can lead to a range of challengers, for example:

  • Reduced individual attention
  • Decreased participation
  • Superficial discussions
  • Logistical challenges
  • Weaker group cohesion
  • Potential for disengagement
  • Difficulty in addressing individual needs.

Reduced individual attention

Trainers have less time to dedicate to each participant, potentially leading to some learners feeling overlooked or not receiving the specific guidance they need. This can be particularly challenging when participants have diverse learning needs or paces.

Decreased participation

Larger groups can make some individuals, especially those who are less confident or hesitant to speak up, ask questions, or actively participate in discussions and activities. This can limit their learning and the overall richness of the group’s experience.

Superficial discussions

With more people wanting to contribute, discussions may become less in-depth, and there might be less opportunity for individuals to share detailed insights or experiences.

Logistical challenges

Managing larger groups can be more complex. Activities may take longer to complete, and organising breakout sessions or individual feedback can become cumbersome.

Weaker group cohesion

It can be harder to build a strong sense of community and trust in a larger group, which can affect the willingness of participants to share openly and learn from each other.

Potential for disengagement

If participants feel lost in the crowd or that their individual needs aren’t being met, they may become disengaged from the training.

Difficulty in addressing individual needs

Identifying and addressing specific learning gaps or challenges becomes more difficult for the trainer in a larger setting.

Trainers need the ability to adapt their training techniques

While increasing group size can offer some advantages in terms of cost and diversity, it often introduces communication complexity and significant challenges related to individual attention, participation, and engagement. Trainers need the ability to adapt their training techniques to mitigate the negative impacts of challengers associated with larger groups.

There are some skills and knowledge required to deliver training to a small group of 4 learners that are the same as those required to deliver training to a larger group. But the ability to deliver training to a larger group is different. The current TAE40122 qualification is not adequately covering the capabilities required to be a trainer working in the Australian VET sector.

In conclusion

I think the committee responsible for the TAE40122 qualification got it wrong. Having the ability to train 4 learners is insufficient. The committee responsible for the TAE40116 qualification would have deliberated the group size that would allow for a relatively realistic assessment of a person’s ability to deliver training to a group. The group size does not need to be 16 or more learners. A group of at least 8 learners is probably about right. A group of at least 8 learners add sufficient complexity and challengers.

There are many things wrong with the TAE40122 qualification. This article has only addressed one of those things: group size of 4 learners is not sufficient.

Let’s hope that a future committee with the responsibility for updating the TAE40122 Certificate IV in Training and Assessment will not make the mistakes made by the previous committee. I had predicted that the previous committee would make mistakes, and it did. It did not want to listen to me. Maybe it should’ve.

There is no timeline for reviewing and updating the Certificate IV in Training and Assessment qualification. However, the qualification or credential designed for trainers working in the Australian VET sector has been updated every 6 years: 1992, 1998, 2004, 2010, 2016, and 2022. If this pattern continues, the next Certificate IV in Training and Assessment qualification is due in 2028. Usually, it takes about 2 years to gain project approval, obtain project funding, review, design, and develop the qualification and associated units of competency.

The TAE40122 Certificate IV in Training and Assessment is not fit-for-purpose. The qualification design is wrong, and there are many things wrong with the TAE units of competency.

This qualification is important for the quality of the entire Australian VET system. It is too important to get wrong again.

An abridged history about changes to units of competency

The current Australian VET system was implemented in 1992. Since it was implemented, there has been many changes. One of those changes is how units of competency have been documented. The initial units of competency looked very different to today’s units of competency.

The first training packages in the Australian VET system were endorsed in 1997. This began the standardisation of units of competency across the different industry sectors. It should be noted that ‘standardisation’ has never resulted in all units of competency looking the same. There have always been some variations.

In 2012, a ‘new’ format for units of competency was introduced. The Standards of Training Packages specified this new format.

The changes specified by the Standards of Training Packages included:

  • Inclusion of Foundation Skills
  • Separation of the Unit of Competency and Assessment Requirements (to separate documents).

It took ten years before all units of competency complied with the 2012 Standards of Training Packages.

And this year, effective from the 1st of July 2025, there will be another ‘new’ format for units of competency. However, to add to the complexity of the Australian VET system, there will be two new formats for units of competency, rather than one. One of the new formats is very similar to the current format, but the other new format looks more like a description of curriculum, rather than a description of competency. This is turning back the clock to before 1992, because it was 1992 when competency-based training and assessment was being introduced to replace the failing curriculum-based system.

These changes are specified by the Training Package Organising Framework.

An example: changing units of competency

The ability to make presentations has not significantly changed over the past decade. However, the relevant unit of competency was updated in 2015, and updated again in 2020. Why did we need to change from the 2015 BSBCMM401 Make a presentation unit to the 2020 BSBCMM411 Make presentations unit? Let’s quickly compare these two units.

The first difference is that the BSBCMM401 Make a presentation unit is singular, and the BSBCMM411 Make presentations unit is plural. Singular refers to making one presentation, while plural refers to making more than one presentation. It could be argued that if you can competently make a presentation, you would have the ability to make another presentation.

The second difference which follows on from the first difference relates to the performance evidence. The performance evidence for the BSBCMM411 Make presentations specifies the delivery of two presentations, while the performance evidence for the BSBCMM401 Make a presentation unit specified that at least one presentation was delivered. This change is underwhelming.

The following table compares the elements and performance criteria for the two units.

The above shows that there are three differences:

  • Performance criteria 1.4 for the BSBCMM401 unit has been removed
  • Rewording has reduced the size of some performance criteria, and in some cases, this makes the performance criteria easier to read
  • The number of performance criteria for Element 2 has been reduced from six to three.

This last point about a reduced number of performance criteria is deceptive because two of the three performance criteria that have removed from Element 2 are covered by the Foundation Skills for the BSBCMM411 unit. Overall, the change from BSBCMM401 to BSBCMM411 made a slight improvement. It is debatable that the change was necessary.

Déjà vu: changing units of competency

People who are new to the Australian VET system may not experience it, but many people who have been around for a while may experience déjà vu relating to the current and future changes to the units of competency. One document became two documents, then two documents have become one document again.

In 2012, a unit of competency was one document with two parts:

  • Unit of Competency
  • Evidence Guide.

After 2012, we introduced a ‘new’ format for units of competency consisting of two documents:

  • Unit of Competency
  • Assessment Requirements (replaced the Evidence Guide).

In April 2025, the training.gov.au website combined the two parts of the units of competency into one document again. This document has two parts:

  • Unit of Competency
  • Assessment Requirements.

The following illustrates how the make presentations unit has changed over the past decade, from one document to two documents, and back to being one document.

This recent change to a ‘one document format’ is consistent with the format for units of competency specified by the Training Package Organising Framework.

In conclusion

It seems that much effort goes into making changes, and the implementation of every change costs money and consumes valuable resources. Units of competency changing from one document to two documents, and back to one document may be considered trivial.

But be aware, the change from competency-based training and assessment to curriculum-based training and assessment is significant. Especially, if the providers of training and assessment begin to determine the curriculum, rather than industry and employers determining the competencies.

We seem to be returning the Australian VET system back to before 1992. It wasn’t great then, and it won’t be great for our future.