Anyone who knows me, knows that I love PowerPoint. And anyone who knows me, knows that I create PowerPoint presentations to support the delivery of training programs and webinars.
Here is a sneak preview of some PowerPoint slides that I have developed for this webinar. These cover some of the background information about ChatGPT before getting into how to use it for training purposes.
I hope you enjoy having a ‘walk-through the gallery’.
The Australian competency-based VET system defines competency as the consistent application of knowledge and skills to the standard of performance required in the workplace. [1]
This definition highlights the importance of skills and knowledge as foundations for effective performance at work.
Two types of foundation skills
The Australian VET system has two types of foundation skills:
Foundation skills from the FSK Foundation Skills Training Package
Foundation skills for each Unit of Competency
Foundation skills from the FSK Foundation Skills Training Package
The FSK Foundation Skills Training Package describe the skills and knowledge that underpin vocational performance. It provides an opportunity for registered training organisations (RTOs) to select and deliver foundation skills units and qualifications that will enable learners to build the specific foundation skills required to achieve vocational competency. [2]
The following are four units of competency from the FSK Foundation Skills Training Package:
The above examples shows how the FSK units of competency focus on the development of learning, reading, writing, oral communication, and technology skills at a really low level.
Foundation skills for each Unit of Competency
Foundation skills are described or implied within all units of competency in the Australian VET system. These are the focus of this article, covering:
A brief history of foundation skills
Integration of foundation skills
Integration of knowledge
Putting it all together
Examples are provided throughout this article. Please prepare yourself for a long but informative read.
A brief history of foundation skills
It has been 30 years since Australia commenced the implementation of the competency-based VET system that operates today (this article was published in 2022). At the very beginning, there was a recognition that skills were needed to perform work tasks, and it wasn’t just about having the technical skills. Non-technical skills, such as communication skills and other generic skills, were recognised as being essential for effectiveness in the workplace.
1992
In 1992, a committee, chaired by Eric Mayer, released a report that identified the generic skills needed for effective participation in future work. Isn’t it interesting that the requirements for ‘future work’ was being considered many decades ago. Both ‘generic skills’ and ‘technical skills’ were seen as necessary for a person to have the capability to perform work tasks. These employment-related generic skills became known as the Mayer Key Competencies.
The seven Mayer Key Competencies were:
Collecting, analysing and organising information
Communicating ideas and information
Planning and organising activities
Working with others and in teams
Using mathematical ides and techniques
Solving problems
Using technology
The Mayer Key Competencies were integrated explicitly and systematically with technical competencies. The first Training Packages contained information about how the Mayer Key Competencies related to each Unit of Competency.
There were three key competency levels that related to effective workplace practices:
Level 1 where work is within set conditions and process
Level 2 where the management or facilitation of conditions or process is exercised
Level 3 where the design and/or development of conditions or process is required.
The following is an example of the Mayer Key Competencies for the BSZ407A Deliver training session unit of competency (initially released in 1998).
Many trainers found the Mayer Key Competencies difficult to understand and difficult to integrate when delivering training. A number assigned to each of the seven key competencies lacked information to be useful.
2002
In 2002, the Australian Chamber of Commerce and Industry (ACCI) and the Business Council of Australia (BCA) released a publication titled, ‘Employability skills for the future’. This publication presented eight generic competencies as an alternative to Mayer Key Competencies. These became known as the Employability Skills.
The following table compares Mayer Key Competencies with the Employability Skills.
The Employability Skills replaced Mayer Key Competencies in Training Packages. The Employability Skills were described for each qualification and explicitly embedded in units of competency.
Employability skills for a qualification
The following two pages is an example of Employability Skills being described for the TAA40104 Certificate IV in Training and Assessment qualification (initially released in 2004).
Employability skills embedded in units of competency
The following 3 pages is an example of how Employability Skills were explicitly embedded in the TAEDEL402B Facilitate group-based learning unit of competency (initially released in 2004).
In the above the 3 pages, the technical and non-technical skills were given under the heading, ‘Required skills and attribute’. The Employability Skills were embedded, and the information provided context and details.
2012
In 2012, a new Standards for Training Packages were released. This coincided with the release of the Australian Core Skills Framework (ACSF) and the Core Skills for Work Developmental Framework (CSfW).
Australian Core Skills Framework (ACSF)
The Australian Core Skills Framework (ACSF) is a tool which assists both specialist and non-specialist English language, literacy and numeracy (LLN) practitioners describe an individual’s performance in the five core skills of learning, reading, writing, oral communication, and numeracy. [3]
Core Skills for Work Developmental (CSfW)
The Core Skills for Work Developmental Framework describes a set of non-technical skills that underpin successful participation in work. These skills are often referred to as employment or generic skills. [4]
The Cores Skills for Work were developed to replace the Employability Skills. The following table compares the Employability Skills with the Cores Skills for Work.
Foundation skills
The 2012 Standards for Training Packages introduced ‘Foundation skills’. Foundation skills describes employment skills and LLN skills and that are essential to performance of the work task. [4]
The following is an example of the foundation skills described for the TAEDEL401 Plan, organise and deliver group-based learning unit of competency.
In the above example, one reading skills, one writing skill, two oral communication skills, and six employment skills. The Core Skills for Work framework has been used to describe the employment skills. The foundation skills have been described within the context of performing the work task.
Also, this example provides useful mapping information that clearly links each foundation skill with the relevant performance criteria.
Note: Not every Training Package developer has described Foundation Skills in the same way. And some Training Package have limited or no details about Foundation Skills.
2022
It has taken 10 years for Training Packages to implement the ‘new format’ specified by the Standards for Training Packages that were released in 2012. However, there is still a small number of qualifications that are still in the ‘old format’, for example: [5]
14 qualifications in the MEM05 Metal and Engineering Training Package
9 qualifications in the LMT07 Textiles, Clothing and Footwear Training Package
And some qualifications in the CPC08/CPC Construction, Plumbing and Services Training Package may not need to transition to the ‘new format’ version of the qualification until 2024.
Some changes in the Australian VET system are slow. This can create issues because ‘new changes’ commence while ‘old changes’ are still being implemented. And this can lead to confusion and chaos, and people then scream out for more changes. The management of change in the Australian VET system has often been lacking. Also, we should recognise that not all changes lead to improvements.
On the 31th of August 2022, the TAFE Directors Australia (TDA) presented a webinar about ‘general capabilities’. The advertisement for this webinar stated:
General capabilities, often referred to as employability skills are increasingly important. In the process of attaining a tertiary education qualification learners will acquire and demonstrate general capabilities. These general capabilities are fundamental for success as a lifelong learner, and they are demanded by industry as necessary for successful workforce participation. Lifelong learning has become essential as workplaces demand existing workers to continually uplift their skills.
The The Mayer Key Competencies were mentioned at the start of the webinar. Then the webinar proceeded to blurred ‘general capabilities’ with ’employability skills’ and ‘foundation skills’.
The following diagram illustrates the path that the VET system has taken over the pass 30 years. We don’t need yet another thing to replace the existing foundation skills.
I believe that we should embrace ‘Foundation Skills’ as they are, and integrate these skills when delivering training to develop the capability of performing work tasks.
Note: Not every Training Package developer has described Foundation Skills in the same way. And some Training Package have limited or no details about Foundation Skills.
Integration of foundation skills
Integration means identifying when foundation skills are used to perform the work tasks, and then delivering training to develop the required skills immediately prior to, or at the same time as, delivering training that addresses the performance. Here is a 3-step process when designing training that integrates the learning of work tasks and the development of skills to perform those work skills.
Step 1 Number each foundation skill
Foundation Skills are not numbered. The following example for the TAEDEL401 Plan, organise and deliver group-based learning unit of competency illustrates one approach that can be used to give each foundation skill a number.
Step 2 Identify link between performance criteria and required skills
The following matrix is an example for the TAEDEL401 Plan, organise and deliver group-based learning unit of competency. It can be used to visually identify the link between each performance criteria and the foundation skills.
The above matrix can be used to identify the links between performance criteria and foundation skills. For example:
It shows that reading , organising, and technology skills are required for the performance specified by Performance Criteria 1.1
It shows that reading skills are required for Performance Criteria 1.1, 1.2, 1.3, 2.1, 3.1, and 5.1
Step 3 Determine learning strategy and sequence
After identifying the linkage between performance criteria and foundation skills, we can determine the learning strategy and sequence of delivery.
Integration of knowledge
Integration means identifying when particular knowledge is used to perform the work tasks, and then delivering training to develop the required knowledge immediately prior to, or at the same time as, delivering training that addresses the performance. The Assessment Requirements for each unit of competency specify the required knowledge under the heading ‘Knowledge Evidence’.
Here is a 3-step process when designing training that integrates the learning of work tasks and the learning of knowledge to perform those work skills.
Step 1 Number each Knowledge Evidence item
Knowledge Evidence items are not numbered. The following example for the TAEDEL401 Plan, organise and deliver group-based learning unit of competency illustrates one approach that can be used to give each item of Knowledge Evidence a number.
Step 2 Identify link between performance criteria and required knowledge
The following matrix is an example for the TAEDEL401 Plan, organise and deliver group-based learning unit of competency. It can be used to visually identify the link between each performance criteria and required knowledge.
The above matrix can be used to identify the links between performance criteria and required knowledge. For example, it shows that a knowledge of learning theories and principle (KE1) is required for Performance Criteria 2.2 and 2.3.
Step 3 Determine learning strategy and sequence
After identifying the linkage between performance criteria and required knowledge, we can determine the learning strategy and sequence of delivery.
Putting it all together
A person will need to learn the required knowledge and required skills to develop their capability to perform a work task.
The following matrix is an example for the TAEDEL401 Plan, organise and deliver group-based learning unit of competency. It makes the connection between the required knowledge (Knowledge Evidence), required skills (Foundation Skills), and the performance of the work task (Performance Criteria).
It does take time to unpack and re-assemble the Unit of Competency and Assessment Requirements. However, better and more coherent training can be delivered.
Note: The above matrix can also be used as a diagnostic tool. For example, if a person is have difficulties learning the particular work task, we can determine the likely lack of knowledge or skill that needs to be addressed.
In conclusion
A competent person at work will require knowledge, technical skills, and non-technical skills.
Elements and Performance Criteria specify the performance of a particular work task.
Knowledge Evidence specify the required knowledge.
Foundation Skills specify the required skills.
We need to unpack and re-assemble the information in a Unit of Competency and Assessment Requirements to deliver effective training that integrates knowledge, skills and performance.
References
[1] Standards for RTOs 2015, Glossary
[2] Foundation Skills Training Package Implementation Guide v1.1
Are you doing the TAE40116 or TAE40122 Certificate IV in Training and Assessment, and are you struggling with your studies? Do you want help with your TAE40116 or TAE40122 studies?
The draft TAE40122 Certificate IV in Training and Assessment qualification and associated draft TAE units of competency had been released. The TAELLN421 Integrate core skills support into training and assessment unit of competency is no longer a core unit
About this article
This article focuses on the TAELLN421 Integrate core skills support into training and assessment unit of competency.
This unit has four elements:
Identify core skill demands
Identify learner and candidate core skill needs
Integrate core skill support
Review effectiveness of integrated core skill support.
I have unpacked the elements, performance criteria and performance evidence to create the following 4-part process that gives greater clarity to the TAE Student about what they need to do.
Copyright (c) On Target Work Skills 2022
Assessment requirements for the TAELLN421 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:
Core skill levels of the Australian adult population, and of VET learners
Australian Core Skills Framework and Digital Literacy Skills Framework
Impact of core skills on a person’s capability to participate in work and in training and assessment, and the implications for design and delivery of vocational training and assessment
Overview of core skill demands in the workplace that relate to the nationally recognised training products
VET regulatory requirements relating to integrating core skills support into training and assessment
RTO procedures relating to integrating core skills support into training and assessment
Benefits of integrating vocational and core skill training for all individuals
How to identify core skills in nationally recognised training products, workplace tasks and texts, etc.
Responsibilities and limitations of own job and practice in relation to providing core skills support in training and assessment.
Performance evidence
The Performance Evidence for the TAELLN421 Integrate core skills support into training and assessment unit of competency is reasonably complex. This complexity may mean that the assessment task or tasks will be complex.
Do you need help with your TAE studies?
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 TAE40116 or TAE40122 studies?
“The world of work has an ever-increasing reliance on technology. And registered training organisations (RTOs) operating within Australia’s training system are not exempt from the impact of the digitised workplace.
The TAE40116 Certificate IV in Training and Assessment qualification covers the roles of individuals delivering training and assessment services in the vocational education and training (VET) sector. It is the entry-level and mandatory requirement for people seeking to work for an RTO.
From my experience, some people who aspire to become a trainer do not have the digital literacy skill to perform effectively at an RTO. This article is a case study in how a training package qualification can be used to deliver a structured approach for technology training for trainers.“
In that article, I went onto address:
What technology skills do trainers need?
How to develop the technology skills for an RTO trainer?
It has come the time to revise and update that article. I had proposed that the BSB30115 Certificate III in Business qualification could be customised to develop the required technology skills for trainers and assessors. This qualification is no longer available.
What qualification could be used?
The ICT20120 Certificate II in Applied Digital Technologies qualification was released during January 2021. It could be used to deliver structured and nationally recognised training to develop the required technology skills for trainers and assessors.
Qualification packaging rules
The following are the packaging rules for the ICT20120 Certificate II in Applied Digital Technologies qualification.
Total number of units = 12
6 core units plus
6 elective units , of which:
at least 3 must be from Group A
of the remaining electives:
all may be from the electives listed below
up to 2 may be from elsewhere in this or any other currently endorsed training package qualification or accredited course at AQF Level 1, 2 or 3.
Elective units must be relevant to the work environment and the qualification, maintain the overall integrity of the AQF alignment, not duplicate the outcome of another unit chosen for the qualification, and contribute to a valid industry-supported vocational outcome.
Selection of elective units
The following is an example of a ICT20120 Certificate II in Applied Digital Technologies qualification that can be used to develop the required technology skills for trainers and assessors. Only electives from the ‘Group A’ list have been selected.
The following matrix shows the connection between units of competency and technology (hardware and software).
And the following matrix show the connection between the ICT20120 and TAE40116 qualifications (core units only).
The ICT20120 Certificate II in Applied Digital Technologies qualification can be delivered before or alongside the delivery of the TAE40116 Certificate IV in Training and Assessment qualification.
In conclusion
Trainers and assessors need technology skills to perform their work effectively and efficiently. And some people starting their TAE40116 Certificate IV in Training and Assessment qualification do not have the necessary technology skills to be assessed as a competent trainer or assessor.
In this article, I have shown how to use training packages to meet a particular learning need of trainers and assessors. I have used the ICT20120 Certificate II in Applied Digital Technologies qualification to address the development of the required technology skills for trainers and assessors.
If a full qualification is too much, then a select set of units could be considered. For example:
BSBTEC301 Design and produce business documents
BSBTEC303 Create electronic presentations
And a pre-training review of a person’s technology skills should be conducted prior to their enrolment. The aim to to identify learners who have insufficient technology skills and consequently will struggle throughout the TAE40116 Certificate IV in Training and Assessment training program. It may be best for them to develop their technology skills first.
This article has been primarily written for people studying for their TAE40116 Certificate IV in Training and Assessment qualification. However, qualified VET practitioners may still get something from the content or the way the content has been presented.
The information covered by this article is relevant to the TAELLN411 Address adult language, literacy and numeracy skills unit of competency. It is essential knowledge required by trainers and TAFE teachers.
I don’t think I need to repeat everything that is readily available from the internet. If you need more details than what I am providing in this article, I would highly recommend reading the following documents:
Also, general information about the ACSF can be accessed from the Australian Government Department of Education, Skills and Employment website.
What is the Australian Core Skills Framework (ACSF)?
The Australian Core Skills Framework (ACSF) was introduced in 2012. It is a tool used to describe an individual’s performance in the following five core skills:
Learning
Reading
Writing
Oral communication
Numeracy.
A 5 x 5 framework
Each core skill is described using five levels of performance ranging from one (low level performance) to five (high level performance).
The ACSF is a 5 x 5 framework:
Five core skills (learning, reading, writing, oral communication, numeracy)
This ABS survey was conducted before the ACSF was published. However, it is common for people to consider that a minimum of ACSF Level 3 is required by skilled workers in today’s world of work.
ACSF Pre-Level 1
In 2017, a new Pre-Level 1 was introduced. Most trainers or TAFE teachers wouldn’t normally have learners that have been assessed with Pre-Level 1 core skills. These learners would usually need to participate in a qualification from the FSK Foundation Skills Training Package . And they would probably need extensive support from an LLN specialist.
The ACSF Performance Indicators are statements that briefly describe performance at each level of the five core skills. There are eleven ACSF Performance Indicators:
2 ACSF Performance Indicators for the Learning core skill
2 ACSF Performance Indicators for the Reading core skill
2 ACSF Performance Indicators for the Writing core skill
2 ACSF Performance Indicators for the Oral Communication core skill
3 ACSF Performance Indicators for the Numeracy core skill.
The following table has been copied from the ACSF (page 9). It gives a brief description for each ACSF Performance Indicators.
Some people can get confused by the numbering of the ACSF Performance Indicators. If you get confused, please come back to the above table to see how the numbering starts at .01 and .02 for the Learning core skill and continues until .09, .10 and .11 for the Numeracy core skill. It is just the way the core skills have been numbered.
Also, the ACSF has colour-coded each core skill. The following information uses the colours that are consistent with the ACSF document.
ACSF Performance Indicator for the Learning core skill
The following table has been copied from the ACSF (page 17). It briefly describes the ACSF Performance Indicators of each ACSF Level for the Learning core skill.
ACSF Performance Indicator for the Reading core skill
The following table has been copied from the ACSF (page 41). It briefly describes the ACSF Performance Indicators of each ACSF Level for the Reading core skill.
ACSF Performance Indicator for the Writing core skill
The following table has been copied from the ACSF (page 65). It briefly describes the ACSF Performance Indicators of each ACSF Level for the Writing core skill.
ACSF Performance Indicator for the Oral Communication core skill
The following table has been copied from the ACSF (page 90). It briefly describes the ACSF Performance Indicators of each ACSF Level for the Oral Communication core skill.
ACSF Performance Indicator for the Numeracy core skill
The following table has been copied from the ACSF (page 114). It briefly describes the ACSF Performance Indicators of each ACSF Level for the Numeracy core skill.
Numbering of ACSF Performance Indicators
The first number of the ACSF Performance Indicator is the ACSF Level. For example, all core skills at the ACSF Level 2 will start with the number 2.
The numbers after the decimal point are for the indicators that describe a specific ACSF core skill . For example, 2.03 and 2.04 refer to the two indicators used to determine if the Reading core skill is at the ACSF Level 2.
Note: The ACSF Performance Indicators provide a brief description. Additional information and examples are provided by the ACSF document. There are several pages of additional information for each ACSF Performance Indicator, and this information helps us understand the ACSF Level for each core skill.
Is there a connection between the ACSF and the AQF?
No. The Australian Core Skills Framework (ACSF) does not correlate with the Australian Qualification Framework (AQF). The levels of the AQF do not match up directly with the levels of the ACSF.
It is possible for a Certificate III (AQF Level 3 qualification) to have units of competency that require core skills at an ACSF Level greater than 3. For example, several units from the UEE30820 Certificate III in Electrotechnology Electrician require Numeracy skills at the ACSF Level 4 or 5.
And it is possible for a Diploma (AQF Level 5 qualification) to have units of competency that would only require core skills as the ACSF Level 3 or 4.
Digital literacy
Technology is frequently used to perform work tasks and activities. For example, screen-based reading and writing is common. Computers and other digital devices have transformed the type and amount of data available. This and other factors require improved numeracy skills. And during 2020, there was a massive increase in workers using web conferencing platforms, such as Zoom. This has required many people to further develop there speaking and listening skills to effectively communicate and collaborate online.
The world of work requires people to have effective language, literacy, and numeracy (LLN) skills, and these LLN skills are interrelated with digital literacy. Digital literacy covers the physical operations of digital devices and the software operations in those devices.
Is there a connection between the DLSF and the ACSF?
In 2020, the Digital Literacy Skills Framework (DLSF) was published by the Australian Government Department of Education, Skills and Employment. The DLSF adds onto the ACSF. The following table has been copied from the DLSF (pages 10 and 11).
You can see that Digital Literacy has been added to the five core skills of the ACSF. The two ACSF Performance Indicators for Digital Literacy (.12 and .13) have a descriptive statement for ACSF Levels 1, 2, and 3. There are no details given for ACSF Levels 4 and 5.
The following table has been taken from the DLSF (page 12). It briefly describes the ACSF Performance Indicators of ACSF Levels 1, 2, and 3 for the Digital Literacy core skill.
In conclusion
The Australian Core Skills Framework (ACSF) is a tool used to describe an individual’s performance in essential core skills. Descriptive statements, known as ACSF Performance Indicators, are used to determine the level of each core skill.
There are three separate documents relating to the Australian Core Skills Framework, and this can make things complicated:
Australian Core Skills Framework (ACSF), 2012
Pre-Level 1 supplement to the Australian Core Skills Framework, 2017
Digital Literacy Skills Framework, 2020.
The future
Creating an updated version of the Australian Core Skills Framework (ACSF) that incorporates all three documents would significantly simplify things. The following diagram illustrates my suggestion.
This updated ACSF would become a 6 x 6 framework:
Six core skills (learning, reading, writing, oral communication, numeracy, digital literacy)
Six levels of performance for each core skill (Pre-Level 1, Level 1, Level 2, Level 3, Level 4, Level 5)
The following table shows what is currently available but we have to get the information from three different documents.
Note: The current Digital Literacy Skills Framework does not describe Digital Literacy Levels 4 and 5. Therefore, the above table show that information is ‘Not available’.
Do you need help with your TAE studies?
Are you doing the TAE40116 or TAE40122 Certificate IV in Training and Assessment, and are you struggling with your studies? Do you want help with your TAE40116 or TAE40122 studies?
On Target Work Skills 